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# Download What does level 2 look like

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Transcript

What does Level 2 in Maths look like? It is easier to give examples about levels when you are talking about number, however there are also the areas of shape and space and data handling to be taken into account when levelling a child’s true capability in maths. When looking at levels it is good to bear in mind; Children develop at different speeds. Making steady progress is more important than achieving a particular level by a certain age. This is only a sample of the skills children are assessed on. Each level has a range of skills which develop over the three sublevels so the range for level 2 goes from counting to 30 to counting to 100. Objective I know that addition and subtraction are opposites (inverses) Examples of how the skill may be assessed Here are three numbers: 11, 15 and 4. Use these three numbers to make 4 number sentences Answers/Tips 11 + 4 = 15 4 + 11 = 15 15 – 4 = 11 15 – 11 = 4 I understand the place value of digits in numbers to 100 and can use this to order numbers to 100. Put these numbers in order, starting with the smallest. 65 22 43 53 66 87 I can work out halves of even numbers to 20 and begin to remember them. What is half of 12? Half of 16? Half of 8? I think of a number and double it. The answer is 18. What was my number? Remind the children that doubling and halving are opposites. I can remember and use the addition and subtraction facts to 10. What are the missing numbers? _ + 6 = 15 8 + _ = 11 20 – 15 = _ 16 - _ = 5 Encourage children to use their knowledge of inverses to solve missing number questions. Can you find all the addition pairs to 17? Give any two numbers with a difference of 6. (e.g. 12 and 18) I can decide if I should add or subtract when solving problems. Decide what calculation is needed to solve problems like: A child has 23 stickers and swapped 7. How many stickers does he have left? Ben has 41 sweets and Flo has 20 sweets, what is the total number of sweets that they have? Philip has 50p and he spent 22 43 53 65 66 87 Encourage systematic working. E.g. 0 + 17 = 17 1 + 16 = 17 2 + 15 = 17 3 + 14 = 17 … etc 23 – 7 20 + 41 50 – 24 32 – 18 I can use repeated addition to solve multiplication problems 24p at the Christmas Fair. How much did he have left? My birthday present weighed 18kg my brother weighed 32kg how much heavier is his present? 6 teams enter a tournament. There are 5 children on each team. How many players are in the tournament? A regular octagon has sides of 2cm each. What is the distance all the way around? I can recognise number sequences, including odd and even numbers. Write the missing numbers in these sequences. 1,3,5,7 _, _, 13 18,20,22, _, 26, _ 10, 15, 20, __, 30 6x5= 5 + 5 + 5 + 5 + 5 + 5 = 30 8 x 2cm = 2+2+2+2+2+2+2+2 = 16cm Can you make up a number sequence that increases in steps of 4? Or of 10? Encourage children to ask themselves whether the sequence is going up or down. Then see whether they can identify the size of each step. Use vocabulary such as ‘increases’, ‘less than’ and ‘more than’. I can write the numbers to 100 accurately Write these numbers in figures: Thirty two Twenty nine Forty one 32 29 41 I can count sets of objects reliably Count in twos, fives or tens, from 0 to 100. I can solve number problems involving money or measures. Ben had 56p. He spent 9p. How much did he have left? Praveen saves 96p. Then her friend gives her 27p. How much does she have now? A grub travels 27cm. A ladybird crawls 34cm. How much further does Lily travel than George? Children could be encouraged to draw pictures to help them think about word problems, or to represent the problem on a blank number line. e.g. Draw own jumps before copying Adapted from Kirby Muxloe sheets