Download Counting in 2s and 10s and looking at patterns Year

Counting in 2s and 10s and looking at patterns
Year 2 Autumn 7
Count in 2s or 10s from any number to 100
Previous learning
Core for Year 2
Extension
Understand and use these words:
Understand and begin to read these words:
Understand and read these words:
odd, even, pattern, continue, next, every other, …
odd, even, multiple, … property, …
pattern, step, rule, continue, next, every other, …
odd, even, multiple, … property, …
pattern, sequence, step, rule, continue, next, every other, …
Count on from 0 and then back in steps of 1 or 10, e.g.
Count on and then back in steps of 2 or 10, e.g.
Count on and then back in steps of 2, 5 or 10, e.g.
• Count from 0 in ones to 20. Count back again to 0.
• Count on from 0 in steps of 2 to 30 or more.
Count back again. Count again, starting from 1.
• Count on from 0 in steps of 5 to 50 or more.
Count back again. Count again, starting from 3.
• Look at these numbers. Count along the line.
Which numbers are missing?
• Look at these numbers. Count along the line.
Which numbers are missing?
• Look at these numbers. Count along the line.
Which numbers are missing?
9
…
16
…
2
4
…
…
10
…
14
…
…
20
15
20
…
…
35
…
45
…
Repeat for steps of 10, counting from 0 to 100.
3
5
…
…
11
…
15
…
…
21
65
60
…
…
45
…
35
…
3
4
…
…
…
13
…
…
7
…
15
Repeat for steps of 10, counting from 0, then any number.
Repeat for steps of 2 or 10, counting from 0, then any number.
Identify two-digit odd and even numbers and find, describe and continue number patterns
Previous learning
Core for Year 2
Extension
Find odd and even numbers to 20, e.g.
Identify two-digit odd and even numbers
Identify two- and three-digit odd and even numbers, e.g.
• Starting from 0, make repeated hops of 2 more on a
beaded line to 20.
Highlight odd and even numbers on a 1–100 square and
discuss the patterns.
Recognise that:
• odd numbers have ‘one left over’ when shared equally
between two and have a last digit of 1, 3, 5, 7 or 9;
• Count along the multiples of two: 2, 4, 6, 8, … 20.
• odd and even numbers alternate so that every other
number is an odd number and every other number is an
even number;
• Pick one of the numbers, e.g. 14, and take that number of
cubes. Try to make them into two equal sticks. Repeat with
other multiples of 2. Explain that these numbers are called
even numbers and can be shared equally between two
without leaving any left over,
Repeat, but starting at 1, explaining that odd numbers can’t
be shared equally between two and that there is always one
left over.
• even numbers are multiples of 2 and have a last digit of 0,
2, 4, 6 or 8;
• every even number is 1 more than an odd number;
• every odd number is 1 less than an even number.
• Begin to recognise that:
even numbers have a last digit of 0, 2, 4, 6 or 8;
odd numbers have a last digit of 1, 3, 5, 7 or 9.
© 1 | Year 2 | Autumn TS7 | Counting in 2s and 10s and looking at patterns
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Previous learning
Core for Year 2
Extension
Respond to questions such as:
Respond to questions such as:
Respond to questions such as:
• What even number comes after 16? Before 10?
• Is 18 odd or even? How do you know?
• Is 174 odd or even? How do you know? What about 283?
• Draw a ring around each odd number.
• Draw a ring around each even number.
• Ring the odd numbers in this list:
6
7
8
9
10
11
35
12
11
28
16
165
29
70
277
88
191
94
• What odd number comes after 13? After 7?
What even number comes after 18? Before 30?
• What is the next odd number after 89? Before 61?
What is the next even numbers after 48? Before 80?
Complete number patterns, e.g.
Find, describe and continue number patterns, e.g.
Work out and use the rule for a sequence of numbers, e.g.
• Write 24 in the correct place on the number grid.
• Write the answers.
• Write the two missing numbers in this pattern.
7
8
9
10
11
13
14
15
16
17
12
… 41 43 45 47 49 … 53
5 + 10 = …
15 + 10 = …
25 + 10 = …
Describe the pattern.
• Write the two missing numbers in this pattern.
5
9
11
13
17
19
• Jenny makes a pattern of numbers.
Her rule is: ‘Find half the last number then add 10.’
Write the next two numbers in her pattern.
36
28
24
…
…
• Write the next three numbers in each pattern.
• Write the next three numbers in each pattern.
13, 15, 17, 19...
26, 24, 22, 20...
35, 37, 39, 41...
68, 66, 64...
Describe the rule for each pattern.
Understand multiplication as repeated addition
Previous learning
Core for Year 2
Extension
Understand these words:
Understand and begin to read these words:
Understand and read these words:
lots of, groups of, …
lots of, groups of, times, multiply, …
groups of, times, multiply, multiplied by, …
and read and write the × sign.
Understand multiplication as repeated addition, e.g.
Understand multiplication as repeated addition, e.g.
2 + 2 + 2 + 2 + 2 = 5 lots of 2
2 + 2 + 2 + 2 + 2 = 5 lots of 2
Understand multiplication as repeated addition or as
describing an array, and that:
5 × 3 means 5 multiplied by 3 (3 lots of 5)
5×3=5+5+5
+2
0
+2
2
+2
4
+2
6
3 × 5 means 3 multiplied by 5 (5 lots of 3)
3×5=3+3+3+3+3
+2
8
10
3×5
© 2 | Year 2 | Autumn TS7 | Counting in 2s and 10s and looking at patterns
5×3
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999
Recognise multiples of 2 or 10
Previous learning
Core for Year 2
Extension
Count on from 0 and then back in steps of 2 or 10.
Recognise multiples of 2 or 10, e.g.
Recognise multiples of 2, 5 or 10, e.g.
• Using ICT, count on in steps of 2 or 10 highlighting
numbers on a grid. Describe the patterns in the digits.
• Use ICT to highlight multiples of 2, 5 and 10 on a 100square. Describe the patterns.
• Recognise that all multiples:
• Recognise that all multiples:
• Count on from 0 in steps of 2 to 30.
Count back again to 0.
• Look at these numbers. Count along the line.
Which numbers are missing?
2
3
4
5
…
…
…
…
10
11
…
…
14
15
…
…
…
…
20
21
– of 10 end in 0;
– of 10 end in 0;
– of 2 end in 0, 2, 4, 6, 8.
– of 5 end in 0 or 5;
Repeat for steps of 10.
– of 2 end in 0, 2, 4, 6, 8.
Respond to questions such as:
Respond to questions such as:
• Ring the numbers which are multiples of 10:
• What is the multiple of 5 before 45? After 25?
How can you work it out?
70
45
12
80
10
27
• Draw rings around all the multiples of 5.
15
35
52
55
59
95
• What is the:
multiple of 10 before 40?
multiple of 2 after 50?
the next multiple of 5 after 95?
• Put a ring around the number which is not a multiple of 10.
60
110
80
120
90
101
Investigate a general statement about familiar numbers by finding examples which satisfy it
Previous learning
Core for Year 2
Extension
Give examples to match given properties of numbers, e.g.
Give examples to match given properties of numbers, e.g.
• Tell me:
• Write down:
– an even number more than 20 and less than 40;
– a three-digit even number;
– an odd number which divides exactly by 5;
– a multiple of 5 between 50 and 70;
– a multiple of 10 between 65 and 85.
– an odd multiple of 5 greater than 75.
© 3 | Year 2 | Autumn TS7 | Counting in 2s and 10s and looking at patterns
Examples adapted from the Framework for teaching mathematics from Reception to Year 6, 1999