Overcoming barriers in mathematics – Level 2 / 3
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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 B UNIT 1 (autumn) 3 weeks Securing number facts, understanding shape Year 2 Objectives Children’s learning outcomes in italic Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples I can sort a set of 3-D shapes I can continue a number pattern I can explain how I know Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can solve a problem involving money Year 3 Objectives Children’s learning outcomes in italic Identify patterns and relationships involving numbers or shapes, and use these to solve problems I can describe patterns when I solve problems Overcoming barriers sequences Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure I can solve problems using numbers, pictures and diagrams 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? Use knowledge of number facts and operations to estimate and check answers to calculations I can check the answer to an addition by doing a related subtraction 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 I can count in steps of 2, 5 or 10 Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations I can estimate and check my calculations 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 the 2, 3, 4, 5, 6 and 10 times-tables and use them for division facts I recognise multiples of 2, 5 and 10 Understanding shape( 1st arrow) Can I make, name and describe 2-D and 3-D shapes? Can I sort shapes choosing my own criteria? 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? Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves I know that if I double a number then halve the answer I get back to the number I started with 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? 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 I can recall number facts for each number up to 10 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 and use addition and subtraction facts for all numbers to 20 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? Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties I can look at pictures of 2-D shapes and name them Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes I can recognise shapes from drawings Understanding shape( 1st arrow Can I make, name and describe 2-D and 3-D shapes? Can I sort shapes choosing my own criteria? BLOCK B UNIT 2 (spring) 3 weeks Securing number facts, understanding shape Year 2 Objectives Children’s learning outcomes in italic Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples I can complete a symmetrical picture by drawing the ‘other half’ Year 3 Objectives Children’s learning outcomes in italic Identify patterns and relationships involving numbers or shapes, and use these to solve problems I can describe and continue patterns Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide which calculations to do to solve a problem Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations I can explain how I solve problems Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure Understanding shape( 1st arrow) Can I make, name and describe 2-D and 3-D shapes? Can I sort shapes choosing my own criteria? 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? I can draw pictures and make notes to help me solve a problem 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 describe the patterns in a set of calculations I can explain how I know 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 I can recall number facts for each number up to 10 I know which pairs of numbers make 20 Derive and recall multiplication facts for the 2, 5 and 10 timestables and the related division facts; recognise multiples of 2, 5 and 10 I know some of the number facts in the 2, 5 and 10 timestables I know that multiples of 2 are even numbers Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties I can use a construction kit to make a model of a 3-D solid that I know Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes I can make a symmetrical pattern using coloured tiles I can draw a line of symmetry on a shape 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? 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 and use addition and subtraction facts for all numbers to 20 I can add and subtract multiples of 10 in my head 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 the 2, 3, 4, 5, 6 and 10 times-tables and use them for division facts I recognise multiples of 2, 5 and 10 Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes I can name and describe shapes I can sort shapes into sets, saying what is the same about each of the shapes I can recognise whether a 2-D shape is symmetrical or not and describe how I know Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side I can draw a symmetrical shape I can reflect a shape when the mirror line is one of its sides Read and write proper fractions (e.g. 37, 910), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents I can find 12 and 14 of different shapes 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? 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? Understanding shape( 1st arrow) Can I make, name and describe 2-D and 3-D shapes? Can I sort shapes choosing my own criteria? Counting (3rd arrow) Can I read and write fractions and explain their meaning? BLOCK B UNIT 3 (summer) 3 weeks Securing number facts, understanding shape Year 2 Objectives Children’s learning outcomes in italic Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples I can describe and continue the pattern for a set of numbers or shapes Year 3 Objectives Children’s learning outcomes in italic Identify patterns and relationships involving numbers or shapes, and use these to solve problems I can find numbers or shapes that match a property Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide which calculations are needed to solve a twostep word problem Use knowledge of number facts and operations to estimate and check answers to calculations I can check answers to calculations involving doubling by halving the answer 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 Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure I can draw a picture to help make sense of a problem Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations I can estimate and check my calculations 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 I know which pairs of numbers make 20 I know all the pairs of multiples of 10 that make 100 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 and use all addition and subtraction facts to 20 I can find what to add to a number to make 100 Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves I know the doubles of all the numbers up to 20 Understanding shape( 1st arrow) Can I make, name and describe 2-D and 3-D shapes? Can I sort shapes choosing my own criteria? 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? Calculating (1st Arrow) Can I say a subtraction fact that is the inverse of an addition fact, and vice versa? 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? Calculating (1st Arrow) Can I say a subtraction fact that is the inverse of an addition fact, and vice versa?
