Year 2 Medium Term Planning

Year 2 Medium Term Planning

Week / Maths topic covered / Hamilton
Teaching Sequence / Objectives covered
1 / Ordering numbers to 100, then 200
Place value for 3-digit numbers / TS1
(3 days)
TS2
(2 days) /

Mark two-digit numbers on an ‘empty’ number line (only 0 and 100 labelled)
Recite numbers 100 to 200
Use knowledge of the order of numbers to 100 to order numbers 100 to 200
Use knowledge of order of numbers + properties of number (e.g. odd/even, multiples of 2, 5 and 10) to describe/sort numbers
Solve logic problems

Partition three-digit numbers into multiples of hundred, ten and one and write the corresponding addition sentence
Know what each digit represents in a three-digit number

2 / Number facts (pairs to 20, pairs of multiples of ten to 100)
Add or subtract 19 or 21 / TS3
(3 days)
TS4
(2 days) /

Use the = sign to represent equality (e.g. 16 + 4 = 17 + 3)
Find all pairs with a total of 20 and record the corresponding addition and subtraction facts
Find all pairs of multiple of ten with a total of 100 and record the corresponding addition and subtraction facts
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (addition or subtraction)

Add/subtract 19/21 by adding/subtracting 20 and adjusting

3 / Add/subtract two-digit numbers by adding multiples of ten then adding the units using known addition facts
Time: telling the time to ½, ¼ hours & o’clock / TS5
(4 days)
TS_M6
(first day) /

Add/subtract two-digit numbers by adding/subtracting multiples of ten then one (e.g. add 45 and 23 by adding 20, then 3)
Add a pair of two-digit numbers by putting the larger number first, e.g. 63 + 24
Understand that addition can be done in any order, but not subtraction

Use units of time (seconds. minutes, hours, days and weeks) and know the relationship between them
Read the time to the quarter of an hour on digital and analogue clocks

4 / Time: telling the time to ½, ¼ hours & o’clock
Handling data - time / TS_M6
(last 2 days)
TS_D5
(3 days) /

Use units of time (seconds. minutes, hours, days and weeks) and know the relationship between them
Read the time to the quarter of an hour on digital and analogue clocks

Answer a question by collecting and recording data, and representing it as block graphs and pictograms to show results

5 / Pounds and pence notation and money investigations / TS6
(5 days) /

Recognise all coins and notes and begin to use £.p notation
Work out what coins and notes can be used to pay an amount up to £10
Find change from £1
Find all possibilities by making an ordered list

6 / Counting in 3s and 4s, looking at patterns
Find a larger difference between two-digit numbers / TS7
(2 days)
TS8
(3 days) /

Count in 3s and 4s to the tenth multiple
Investigate a general statement about familiar numbers by finding examples which satisfy it
Find, describe and continue patterns
Understand multiplication as repeated addition

Understand difference as one model of subtraction
Subtract two-digit numbers by counting up, (e.g. 40 – 28, then 42 – 28), using number facts and place value to help

Half term
7 / Sort subtractions into difference and take away
Shape: 2-d shapes / TS9
(4 days)
TS_S6
(first day) /

Understand subtraction as both ‘finding a difference’ and ‘taking away’
Decide whether it would be more efficient to subtract by counting back or counting up

Visualise common 2-d shapes, identify from pictures in different positions and orientations
Sort, make & describe 2-d shapes, referring to their properties

8 / Shape: rotation
Data – use tables and lists and relate to categorising shapes / TS_S6
(last 3 days)
TS_D6
(2 days) /

Recognise whole, half and quarter turns, both clockwise and anticlockwise; recognise that a right angle is a quarter turn

Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’

9 / Add two-digit numbers by partitioning and recombining
Time: using units of time / TS10
(3 days)
TS_M7
(2 days) /

Add two-digit numbers by partitioning and recombining
Decide which would be more efficient to solve given additions, partitioning both numbers, or just the second number and counting on in tens

Use units of time (seconds. minutes, hours, days and weeks) and know the relationship between them
Begin to identify time intervals, including those that cross the hour

10 / Capacity
Multiplication and division / TS_M8
(3 days)
TS11
(first 2 days) /

Estimate, measure and compare capacities, choosing and using suitable non-standard and standard units and suitable measuring instruments

Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand grouping as one model of division
Understand that division can leave some left over
Work out multiplication and division facts for the 3 and 4 times tables
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division)

11 / Multiplication and division
Logic puzzles and properties of number
Shape – 3-d shape / TS11
(last day)
TS12
(2 days)
TS_S7
(2 days) /

Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand grouping as one model of division
Understand that division can leave some left over
Work out multiplication and division facts for the 3 and 4 times tables
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division)

Investigate a general statement about familiar numbers by finding examples which satisfy it

Visualise common 3-d solids, identify from pictures in different positions and orientations
Sort and describe 3-d shapes, referring to their properties

12 / Assess and review / TS13
(5 days) /

Mark two-digit numbers on an ‘empty’ number line
Use knowledge of the order of numbers to 100 to order numbers 100 to 200
Know what each digit represents in a three-digit number
Add/subtract two-digit numbers by adding/subtracting multiples of ten then one (e.g. add 45 and 23 by adding 20, then 3)
Add two-digit numbers by partitioning and recombining
Decide which would be more efficient to solve given additions, partitioning both numbers, or just the second number and counting on in tens
Find a difference between two-digit numbers (e.g. 40 – 28, then 42 – 28), using number facts and place value to help
Decide which would be more efficient to solve given subtractions, finding a differenceor taking away
Use multiplication and division sentences to describe an array or repeated hops on a number line
Understand that division can leave some left over

Mixed AgeRange Planning

Week / Year 1 / Year 2
1 / TS1:Counting in tens, on and ordering numbers to 100(3 days)
TS2: Place value (2 days) / TS1: Ordering numbers to 100, then 200
(3 days)
TS2: Place value for 3-digit numbers
(2 days)
2 / TS3: Adding and subtracting, partitioning eight, nine and ten (3 days)
TS4 (first 2 days): Adding and subtracting ten and eleven (2 days) / TS3: Number facts (pairs to 20, pairs of multiples of ten to 100)(3 days)
TS4: Add or subtract 19 or 21
(2 days)
3 / TS4 (last 4 days):Adding and subtracting ten and eleven (4 days)
TS_M6: Time: Recognise O’clock times
Use vocabulary related to time(1 day) / TS5: Add/subtract two-digit numbers by adding multiples of ten then adding the units using known addition facts(4 days)
TS_M6: Time: Time: telling the time to ½, ¼ hours & o’clock(1 day)
4 / TS_M6: Time: Recognise O’clock times
Use vocabulary related to time; read the time to the hour and the half hour (2 days)
TS_D5: Data: Answer a question by recording information use block graphs, pictograms, use practical resources (3 days) / TS_M6: Time: Time: telling the time to ½, ¼ hours & o’clock(2 days)
TS_D5: Data: Answer a question by collecting & recording data, represent as block graphs & pictograms to show results (3 days)
5 / TS5: Problem solving, listing all possibilities (2 days)
TS6: Coin recognition, find totals of two or more coins(3 days) / TS6: Pounds and pence notation and money investigations (5 days)
6 / TS7: Find complements to multiples of ten
(2 days)
TS8: Using number facts to add single-digit numbers to 2-digit numbers(3 days) / TS7: Counting in 3s and 4s, looking at patterns (2 days)
TS8: Find a larger difference between two-digit numbers(3 days)
HALF TERM
7 / TS9: Using pairs to ten to bridge ten
(4 days)
TS_S6: Shape: Visualise and name common 2-d shapes, describe their features, use them to make patterns, pictures and models(1 day) / TS9: Sort subtractions into difference and taking away (4 days)
TS_S6: Shape: Visualise common 2-d shapes, identify from pictures in different positions /orientations, sort, make, describe shapes, referring to properties(1 day)
8 / TS_S6: Shape – rotation, whole, half and quarter turns (3 days)
TS_D6: Data – use diagrams to sort 2-d shapes into groups according to given criteria. Suggest different criteria for grouping same objects (2 days) / TS_S6: Shape Rotation: Recognise whole, half and quarter turns, both clockwise and anticlockwise; Recognise that a right angle is a quarter turn(3 days)
TS_D6: Data – use lists, tables and diagrams to sort objects (relate to categorising shapes) and explain choices (2 days)
9 / TS10: Finding change(3 days)
TS_M7: Time: days of the week and months (2 days) / TS10: Add two-digit numbers by partitioning and recombining(3 days)
TS_M7: Time: Use units of time (seconds, minutes, hours, days) and know the relationships between them (2 days)
10 / TS_M8: Capacity: Estimate, measure and compare capacities, by direct comparison (pouring one container into another) or choosing and using suitable uniform non-standard units, e.g. spoons or egg cups(3 days)
TS11: Count in fives (2 days) / TS_M8: Capacity: Estimate, measure and compare capacities, choosing and using suitable non-standard and standard units and suitable measuring instruments(3 days)
TS12: Logic puzzles and properties of number (2 days)
11 / TS12: Multiplication and division: practical problems (3 days)
TS_S7: Shape - Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models(2 days) / TS11: Multiplication and division (3 days)
TS_S7: Shape - Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models(2 days)
12 / Assess and Review (5 days) / Assess and review (5 days)

Y2 Links to Renewed Framework Objectives

2006 Renewed Framework Objectives / Hamilton Maths Objectives
Using and applying mathematics
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence / Decide which would be more efficient to solve given additions, partitioning both numbers, or just the second number and counting on in tens
Understand that addition can be done in any order, but not subtraction
Understand difference as one model of subtraction
Understand subtraction as both difference and take away
Decide which would be more efficient to solve given subtractions, finding a difference or taking away
Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand grouping as one model of division
Understand that division can leave some left over
Recognise all coins and notes and begin to use £.p notation
Work out what coins and notes can be used to pay an amount up to £10
Find change from £1
Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem / Imagine what action would be needed to solve a word problem and decide what calculation is necessary (addition or subtraction)
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division)
Recognise the use of a symbol such as ■ to represent an unknown
Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams / Solve logic problems
Find all possibilities by making an ordered list
Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples / Use knowledge of order of numbers + properties of number (e.g. odd/even, multiples of 2, 5 and 10) to describe/sort numbers
Investigate a general statement about familiar numbers by finding examples which satisfy it
Find, describe and continue patterns
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 / Solve logic problems
Find all possibilities by making an ordered list
Counting and understanding number
Read and write two- and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers / Recite numbers 100 to 200
Use knowledge of order of numbers + properties of number (e.g. odd/even, multiples of 2, 5 and 10) to describe/sort numbers
Count in 3s and 4s to the tenth multiple
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 ten and one / Partition three-digit numbers into multiples of hundred, ten and one and write the corresponding addition sentence
Know what each digit represents in a three-digit number
Order two-digit numbers and position them on a number line; use the greater than (>), less than (<) signs / Mark two-digit numbers on an ‘empty’ number line (only 0 and 100 labelled) landmarked line
Use knowledge of the order of numbers to 100 to order numbers 100 to 200
Estimate a number of objects and round two-digit numbers to the nearest 10 / Round two-digit numbers to nearest multiple of ten
Find one half, one quarter and three quarters of shapes and sets of objects
Knowing and using number facts
Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100 / Find all pairs with a total of 20 and record the corresponding addition and subtraction facts
Find all pairs of multiple of ten with a total of 100 and record the corresponding addition and subtraction facts
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves / Rehearse halving and doubling
Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10 / Count on in tens from single and two-digit numbers and back again
Count in 2s from any number to 100
Count in 5s from any number to 100
Recognise multiples of 2, 5 and 10
Use knowledge of number facts and operations to estimate and check answers to calculations / Use pairs to ten to find the complement to the next multiple of ten
Use place value to add and subtract (e.g. 30 + 4, 53 – 3)
Find totals up to 50p using two or more coins
Work out what coins can be used to pay an amount up to £1
Use complements to multiples of ten to find change up to 50p(50p – 38p as 38p + 2p + 10p so change = 12p)
Sort calculations as to whether number facts or place value can be used to help
Calculating
Add or subtract mentally a single-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 / Add 19/21 by adding 20 and adjusting
Add/subtract two-digit numbers by adding/subtracting multiples of ten then one (e.g. add 45 and 23 by adding 20, then 3)
Add a pair of two-digit numbers by putting the larger number first, e.g. 24 + 63
Understand that addition can be done in any order, but not subtraction
Add two-digit numbers by partitioning and recombining
Decide which would be more efficient to solve given additions, partitioning both numbers, or just the second number and counting on in tens
Work out what coins and notes can be used to pay an amount up to £10
Understand that subtraction is the inverse of addition and vice versa and use this to derive and record related addition and subtraction number sentences / Add/subtract 19/21 by adding/subtracting 20 and adjusting
Understand subtraction as both difference and take away
Find a difference between two-digit numbers (e.g. 40 – 28, then 42 – 28), using number facts and place value to help
Decide which would be more efficient to solve given subtractions, finding a difference or taking away
Find change from £1
Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculationswith remainders / Work out multiplication and division facts for the 3 and 4 times tables
Understand multiplication as repeated addition
Understand grouping as one model of division
Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand that division can leave some left over
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. 30–=24, ÷2=6 / Use the = sign to represent equality (e.g. 16 + 4 = 17 + 3)
Recognise the use of a symbol to represent an unknown quantity
Confidently use + and – signs and also use × and ÷ signs