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Maths Year 2 Weekly Plan: Summer
Week 1: Numbers & Fractions
Week 1 Tuesday
Week 1 Monday
Download resources and related lesson plans here: https://www.hamilton-trust.org.uk/browse/maths/y2/summer/92247
Objectives: Count in 2s, 5s, 10s and 3s. Recognise multiples of 2, 5, 10 and 3; Find 1/2s, 1/4s and 3/4s of amounts.
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Counting in
Counting in 2s, 5s and 10s
Whole Class Practice
Split the class into 4 groups:
10s
Rpt the starter activity, this time counting in 2s
Using computers or mobile devices, chn practice counting in 2s, 5s, 10s and ‘2s’, ‘5s’, ‘10s’ and ‘3s’. As the
Count up in 10s to 50 and marking the 2s on the ITP Number
3s on Balloon Pop Maths at
whole class count up in 1s,
as a class, to
grid as you do. Ask if we can mark the correct
www.sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm.
each group waves their hands
500. Rpt, this
numbers from 52 to 100 all at once? Yes
Less able chn can use a number line or grid to help. Encourage more able
when one of their multiples is
time split the
because we can see the pattern on the grid
chn to progress quickly through 2s and 5s before they focus on getting
said. Ask: Did we say any
class into 6
(stripes). Rpt with 5s. Ask: 20 is marked as a 2
quick at the 3s.
numbers where everyone
groups who
and a 5, is that right? Agree that multiples of 10 GUIDED: Medium
waved? Agree that everyone
take it in turns
are also multiples of 2 and 5. Then count up in
Discourage this group from using resources as they count in 2s, 5s and 10s.
waved on 30 and 60.
to say the next 3s, marking the numbers of the grid to 48 &
Show them how to use their fingers (see Tuesday easier) to count in threes
multiple of 10.
noting numbers which are also multiples of 2 or to help them as they work through counting in 3s.
5.
Counting in 2s
Counting in 3s
GUIDED: Easier
Roll a dice,
Peg 10 large 2p Show a 100-bead bar. Push the beads to the right. Move 3 beads to the left. How
Show a line of 3 shapes on the IWB, How many shapes?
together
coins to a
many? 3. Now move 3 more. 6. Move 3 more. 9. Rpt to 30 so that chn can see that Add another identical line of shapes. And now? We did
count the
washing line.
you are adding 3 each time & counting in 3s. Launch ITP No. grid. Whisper as you
have 3, but now we have double, two 3s. We have 2 lots
strips of
Count along
point to each number, but shout and highlight the multiples of 3: 1, 2, 3, 4, 5, 6…
of 3 making 6 altogether. Record 2 × 3 = 6 on a w/b. Add
shapes used
them in 2s.
Incorporate a rhythm as you do so. Count along the highlighted numbers. We’re
another line. What do we have now? How shall we
with the
What are four
counting on in 3s, adding 3 each time, so 3 add 3 is 6, 6 add 3 is 9, 9 add 3 is 12
change the no. sentence on our w/b? Rpt. Add a 4th line.
Easier group
2s? How many
and so on. These are the multiples of 3. Use the multiples toggle to highlight all the What shall we write this time? Write it on your w/b. Rpt
in 3s to find
2s make 8?
multiples of 3 on the grid. What do you notice about the multiples of 3? Discuss
until you have 10 lines. Count in 3s down the lines of
that number
What are eight the diagonal pattern. How do you know if a number is a multiple of 5? It’s not as
shapes. Show chn how they can count on in 3s with their
of 3s. Rpt.
2s? How many
easy to predict where a number will be in the 3 times table if we can’t see the
fingers. Hold your hands facing towards you. See how our
2s make 16?
diagonal pattern, as multiples of 3 end in lots of digits. But there is another
fingers have 3 parts? We can count them, saying 1, 2, 3, 4,
pattern. Add the digits together in each number. What do you notice? Talk to your 5, 6… Now let's count on our fingers just saying 3, 6, 9,
partner. Can you see any multiples of 3 where the digits don’t add up to 3, 6 or 9?
12… What are two 3s? Four 3s? Five 3s?
Try bigger multiples of 3, e.g. 60 and 63. Does it work for 66? We get 12, but what
Most children
Harder
if you add 1 and 2? Sometimes you have to add the digits twice, try 39. This always Give each pair a sheet of 0-30
Also challenge
happens, so we can even tell if really big numbers are multiples of 3! Write 123,
number lines (see resources), and a
children to check
412, 339 and 450 on the board. Use the rule for each number to see if it is multiple 1-10 dice. Chn roll the dice and draw their answer is a
of 3. Ask chn up to mark the multiples of 3 on a large 0-30 beaded line. Count in 3s that number of hops of 3. They label
multiple of three
along it. What are four 3s? Nine 3s? How did you work it out? Draw 4 hops of 3 on
where each hop lands and count
by adding the
the line to confirm. Explain that we can write 3 + 3 + 3 + 3 = 12 but it’s quicker to
along the line in 3s. They write the
digits together.
write 4 × 3 = 12. Remind chn that x is ‘lots of’. 4 x 3 is four lots of three.
corresponding multiplications, e.g. 4
× 3 = 12.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Summer
Week 1 Thursday
Week 1 Wednesday
Maths Year 2 Weekly Plan: Summer
Starters
Halves & quarters of
shape
Give each child a
paper rectangle &
circle. Ask them to
fold their circle into
halves and their
rectangle into
quarters. Note that to
make quarters you
halve twice. Also that
2
/4 is the same as ½.
Count in 3s
Display the ITP
Number grid
with multiples
of 3
highlighted.
Lead a count
up in 3s,
encourage chn
to try not to
refer to the
grid unless
they really
have to.
Week 1: Numbers & Fractions
Whole class teaching
Guided group and independent paired/indiv practice activities
Counting in fractions
Most children/Easier
Chn sit in a circle, with their folded shapes from the starter and count up in halves.
Work in groups of 2 or 3 to practice
Beginning with the circles folded in half, chn raise their circle half and then open it
counting in halves and then quarters up to
one. The next child then repeats the raise; one and a half and opens their shape
30. Chn can write a sequence counting in
two. Rpt this all round the circle. Next use the rectangles which were folded into
quarters up to at least 3 wholes.
quarters. Chn should begin with them folded twice, so that only ¼ is showing. They
GUIDED: Harder
open up the rectangle to reveal more quarters as they count: one quarter, two
Support chn as they record the halves and
quarters, three quarters, 1, (next child) 1 and one quarter, 1 and two quarters, 1 and quarters on a 0-12 number line. Then, hide
three quarters, 2, etc. See how quickly the class can count up in quarters around
one of the numbers they’ve written and a
most of the circle. Remind chn of the starter, that 2/4 is the same as ½. Rpt the shape partner has to work out which fraction has
counting activity, this time saying half instead of two quarters. Show a landmarked
been hidden. Encourage them to say the
0-10 number line and model marking on the halves and quarters. Talk about how we complete number (e.g. seventeen and three
write ‘two and a quarter’ as 2¼ and ‘four and three quarters’ as 4¾.
quarters).
Find ½, ¼, ¾ of amounts using sharing and number facts GUIDED: Medium
Show 12 lollies (real or pictures on IWB). Explain that
Support chn as they complete table (see resources), finding ¼, ½ and ¾ of the
you are going to give half to your TA and keep the other given amounts. Encourage them to try to use number facts and then check with
half yourself. Choose a pair to come up and share the
counters. Discuss the patterns that begin to emerge and strategies for finding
lollies out. Explain that we can also use our number
the fractions (number facts, repeated addition, sharing).
facts as we should know that half of 12 is 6, because
Most children
double 6 is 12! Ask, how we could find ¼ of the lollies?
Chn pick a number card from a pile of multiples of 8 to 40. They count out that
Agree that we could halve each half. Model doing this
number of counters then find ½, ¼ and ¾ of their number Recording: ½ of 20 =
with the actual lollies and remind that we could also use 10, ¼ of 20 is 5, ¾ of 20 is 15.
our number facts, half of 6 is 3. Ask chn how many lollies Easier
Harder
there would be if I just used ¾ of them. Model putting
Chn pick a number card from a pile of multiples of 8 to As GUIDED. Chn
together ¼ of 12 + ¼ of 12 + ¼ of 12 = 3 + 3 + 3 = 9. Show 40. They count out that number of counters then find
complete the table
16 lollies and rpt finding ½, ¼ and ¾s.
½ and ¼ of their number (remind them of halving and
(see resources)
halving again). They record: ½ of 20 = 10, ¼ of 20 is 5.
independently.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Plenary
Share the harder
group’s game with
the rest of the
class – cover a
fraction on a
number line
marked with
halves and
quarters, who can
work out which
fraction is hidden?
Chn refer to their
independent
work to help you
complete a large
f/c copy of the
table used in the
GUIDED and
Harder activity.
Discuss and
highlight the
patterns spotted
and link to
multiplication
tables.
MATHS Y2 Week 1 Summer
Week 1 Friday
Maths Year 2 Weekly Plan: Summer
Starters
Count in 1/2s and 1/4s.
Use a teaching clock or ITP
Tell the time. Begin at 12,
move the hands 1/2 an hour
at a time whilst chn count: 12
o’clock, half past twelve, one
o’clock, half past one etc.
Rpt, this time moving the
hands ¼ of an hour at a time
and counting twelve o’clock,
quarter past 12, half past
twelve, quarter to one, one
o’clock etc.
Week 1: Numbers & Fractions
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Find ½, ¼, and ¾, of amounts using sharing and number facts
Whole Class Activity
As the recipe doesn’t take
Share the recipe for Rice Crispies Cakes (see resources) with the
Remind chn that to find ¼ of an amount
very long to set, chn could
class. Read through the ingredients list and explain that this recipe
you halve and halve again. They work out
have a piece of cake whilst
would make more cakes than we need. Explain that we will halve the the amount of each ingredient which
you introduce fraction strips
amounts. Give chn time to think, pair, share how much of each
would be needed to make ¼ and 3/4s of
which are used lots in Year 3
ingredient would be needed if the recipe was halved. Agree that we
the recipe, recording the amounts in the
Maths. Show a strip of 12
can use our number facts to halve 12, so 6 tablespoons of butter
Ingredients Table.
objects (see resources) and
would be needed. Some chn may be able to use number facts to
GUIDED: Easy
model folding it in half and
halve 16 cups of marshmallows, but also model sharing out 16
Work with this group to make a ½ batch of half again to find that half of
counters (or actual cups if they are available) into two groups to find the recipe. As you add each ingredient ask twelve is six, a quarter of
half of 16 is 8. Rpt the sharing for 36, finding that you’ll need 18 cups them to remind you how they worked out twelve is 3.
of rice crispies now. More able chn may be able to partition the
what amount is needed: I know that half
number into 30 + 6 and then use number fact to find halves before
of 16 is 8 or I shared 16 counters into 2
recombining. Model recording the new amounts onto the
groups of 8.
Ingredients Table (see resources).
Scroll down for Resources and Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Summer
Maths Year 2 Weekly Plan: Summer
Week 1: Numbers & Fractions
Resources
 0-10 dice
 ITP Number grid (see resources)
 100 Bead bar
 0-30 Number line strips (see resources)
 0-12 Number line strips
 Computers/mobile devices
 Number lines or grids
 10 Large mock 2p and 5p coins, washing line and pegs
 Paper circles and rectangles
 Activity Sheet: Guided Medium and Harder - Finding Fractions of Amounts (see resources)
 Teaching clock or ITP Tell the time (see resources)
 Sets of number cards – multiples of 4, from 8 to 40
 Rice Crispy Cakes Recipe (see resources)
 Ingredients Table (see resources)
 Fraction strip (see resources)
 Measuring cup
 Table spoon
 Rice crispies
 Butter
 Mini marshmallows
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Summer
Maths Year 2 Weekly Plan: Summer
Week 1: Numbers & Fractions
Outcomes
Monday
Tuesday
1. Can count in 2s, 5s and 10s
confidently.
2. Recognise multiples of 2, 5 and
10.
3. Are beginning to count in 3s.
1. Count in 3s.
2. Recognise multiples of 3.
Outcomes for most children
Wednesday
1. Count in halves.
2. Count in quarters.
3. Know that 2/4 is the same as ½.
Thursday
1. Find ½ and ¼ of amounts by
sharing and using number facts.
2. Find ¾ of amounts by adding ½
and ¼.
Friday
1. Find ½ and ¼ of amounts by
sharing and using number facts.
2. Find ¾ of amounts by adding ½
and ¼.
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Count in 2s, 5s and 10s.
2. Are beginning to count in 3s with
support.
1. Count in 3s with visual resources.
1. Count in halves.
2. Count in quarters with support.
1. Find ½ and ¼ of amounts by
sharing and using number facts.
1. Find ½, ¼ and ¾s of amounts by
sharing and using number facts.
Only record names of children who struggled or exceeded these outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Summer