Overcoming barriers in mathematics – Level 2 / 3

Support for Year 2 teachers – Challenging more able pupils

The PNS Overcoming barriers in mathematics – level 2/3 are to support Year 3 and Year 4 teachers, using Year 3 and Year 4 objectives. These materials could also be used by Year2 teachers to challenge more able pupils and support them in achieving level 3 at the end of KS1. The following guidance has been put together by leading teachers to allow this to happen.

BLOCK A UNIT 1 (autumn) 2 weeks - Counting partitioning and calculating
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can explain to others how I solved a problem / Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams
I can explain how I solve problems / Calculating (5th arrow)
Can I identify the calculation needed to solve a word problem?
Can I identify the stages involved in a two-step problem?
Can I explain and record my methods and solutions?
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can count objects by putting them into groups
I can partition numbers / Partition three-digit numbers into multiples of 100, 10 and 1 in different ways
I can split a number into hundreds, tens and ones
I can explain how the digits in a number change when I count in 10s or 100s / Counting and understanding number (1st arrow)
Can I round whole numbers to 1000 to the nearest 10 or 100?
Can I read, write and partition whole numbers to 1000?
Can I order two-digit and three-digit numbers and position these on a number line?
Estimate a number of objects; round two-digit numbers to the nearest 10
I can round numbers to the nearest 10
Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write two-digit numbers
I know which numbers are odd and which are even / Read, write and order whole numbers to at least 1000 and position them on a number line; count on from and back to zero in single-digit steps or multiples of 10
I can read and write numbers to 1000 and put them in order
Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger or smaller than another
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head / Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know the sum and difference of any pair of numbers to 20
I can add and subtract multiples of 10 or 100 in my head / Knowing and using number facts (1st arrow)
Can I recall and use addition and subtraction facts
to 20?
Can I find pairs of numbers that total 100?
Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences
I know that addition and subtraction ‘undo’ each other
I can write three other related number sentences for 6+3=9 / Add or subtract mentally combinations of one-digit and two-digit numbers
I can add and subtract one-digit and two-digit numbers in my head
(e.g. 62+7, 7+45, 48–6, 60–8)
BLOCK A Unit 2 (spring) 2 weeks
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can explain how I solved a problem and say why I did it that way / Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams
I can explain how I solve problems / Calculating (5th arrow)
Can I identify the calculation needed to solve a word problem?
Can I identify the stages involved in a two-step problem?
Can I explain and record my methods and solutions?
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can explain what each digit in a two-digit number stands for
I can partition numbers in different ways / Partition three-digit numbers into multiples of 100, 10 and 1 in different ways
I can split a number into hundreds, tens and ones
I can explain how the digits in a number change when I count in 10s or 100s / Counting and understanding number (1st arrow)
Can I round whole numbers to 1000 to the nearest 10 or 100?
Can I read, write and partition whole numbers to 1000?
Can I order two-digit and three-digit numbers and position these on a number line?
Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in words
I know which numbers are odd and which are even
Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences
I can round numbers to the nearest 10 or 100 and estimate a sum or difference
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know the sum and difference of any pair of numbers to 20
I can add and subtract multiples of 10 or 100 in my head
I know number pairs that sum to 100 / Knowing and using number facts (1st arrow)
Can I recall and use addition and subtraction facts
to 20?
Can I find pairs of numbers that total 100?
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head
I can add and subtract bigger numbers using practical equipment or by
writing notes to help me / Add or subtract mentally combinations of one-digit and two-digit numbers
I can add or subtract one-digit and two-digit numbers in my head
(e.g. 62+7, 7+45, 48–6, 60–8) / Calculating (1st arrow)
Can I subtract mentally combinations of one-digit and two-digit numbers?
Can I say a subtraction fact that is the inverse of an addition fact, and vice versa?
Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. ÷2=6, 30–=24)
I know how to write number sentences using the symbols +, –, ×, ÷ and =
I can explain what different number sentences mean / Knowing and using number facts (2nd arrow)
Can I recall multiplication and division facts for the 2, 3, 4, 5 and 10 times-tables?
Can I use understanding of multiplication
and division to solve problems?
Calculating (2nd+3rd arrows)
Can I multiply one-digit and two-digit numbers by 10 and 100?
Can I multiply a two-digit number by a one-digit number?
Can I divide a two-digit number by a one-digit number and explain any remainders?
Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect
I can multiply by 10 or 100 and say what happens to the number I multiply
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
I know my tables for 2, 3, 4, 5, 6 and 10
BLOCK A Unit 3 (summer) 2 weeks
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can show and explain clearly how I solved a problem / Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
I can solve a problem by writing down what calculation I should do / Calculating (5th arrow)
Can I identify the calculation needed to solve a word problem?
Can I identify the stages involved in a two-step problem?
Can I explain and record my methods and solutions?
Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in words
I can explain the pattern for a sequence of numbers and work out the next few numbers in the list / Counting and understanding number(1st arrow)
Can I round whole numbers to 1000 to the nearest 10 or 100?
Can I read, write and partition whole numbers to 1000?
Can I order two-digit and three-digit numbers and position these on a number line?
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can use partitioning to help me to carry out calculations
Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger or smaller than another
Estimate a number of objects; round two-digit numbers to the nearest 10
I can say roughly how many there are in a group of objects / Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences
I can use rounding to estimate a sum or difference / Counting and understanding number (1st arrow)
Can I round whole numbers to 1000 to the nearest 10 or 100?
Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract two-digit numbers using practical equipment or written notes to help me / Add or subtract mentally combinations of one-digit and two-digit numbers
I can find the sum of or difference between one-digit and two-digit numbers in my head (e.g. 7+45, 45–7)
I can add several one-digit numbers in my head / Calculating (1st arrow)
Can I subtract mentally combinations of one-digit and two-digit numbers?
Can I say a subtraction fact that is the inverse of
an addition fact, and vice versa?