Primary Mathematics Planning Framework
Medium-term plan: autumn term 1st half
Sequence and
Theme
Weeks
Pages
2.1
1–3
Planning
Framework
p23
NUMBER
SENSE
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
KPIs
Number, place value and rounding
count in steps of 2 and 5 from 0 and in tens from any
number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0 up to 100
read and write numbers to at least 100 in numerals
use place value and number facts to solve problems


Fluency With Fractions 2, pp 8–10, 1 ‘Counting and
combining halves’




Measurement
compare and order lengths, mass, volume / capacity
compare and sequence intervals of time


Problem Solving and Reasoning 2, pp54–5, 6 ‘Put
it in the right place!’
Statistics
ask and answer simple questions by counting the
number of objects in each category and sorting the
categories by quantity

Picture Maths 2, pp 28–9, 13 ‘Grow fast!’
Fluency With Fractions 2, pp 29–31, 8 ‘Combining
halves and quarters in measurement’
MENTAL MATHS
TESTS
Mental Maths Tests 2, pp 6–9,
Autumn Tests 1 and 2
ASSESSMENT
TASK
2.1
2.2
ADDITIVE
REASONING
4–6
Assessment
Tasks
Years 1 and 2
pp36–37
Success criteria
Pupils can represent and explain what happens
when counting forwards and backwards in tens
and can compare and order two-digit numbers in different
contexts.
Planning
Framework
p23
Number and place value
count in tens from any number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
use place value and number facts to solve problems
TASK: The Three Little Pigs
USE WITH: Groups of 3



Addition and subtraction
solve problems with addition and subtraction:
– using concrete objects and pictorial representations,
including those involving numbers, quantities and
measures
– applying their increasing knowledge of mental
methods
recall and use addition and subtraction facts to 20
fluently
add and subtract numbers using concrete objects,
pictorial representations, and mentally, including:
– a two-digit number and ones
– a two-digit number and tens
–
adding three one-digit numbers
Problem Solving and Reasoning 2, pp 46–7, 2
‘Many, many methods’ 2.2




Picture Maths 2, pp 8–9, 3 ‘The sweet factory’
Recall and use addition and subtraction facts to 20
fluently.
Fluency With Fractions 2, pp 11–13, 2 ‘Finding out
more about equal sharing between four’
Measurement

Problem Solving and Reasoning 2, pp 52–3, 5
‘Calculation families’
solve simple problems in a practical context involving
addition and subtraction of money of the same unit,
including giving change
ask and answer questions about totalling and comparing
categorical data
MENTAL MATHS
TESTS
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
Mental Maths Tests 2, pp 10–15,
Autumn Tests 3, 4 and 5
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
ASSESSMENT
TASK
2.2
Assessment
Tasks
Years 1 and 2
pp38–39
Success criteria
Pupils can represent and solve addition and subtraction
problems in different contexts, appropriately choosing and
using number facts, understanding of place value and
counting.
TASK: In The Bank
USE WITH: Groups of 3
Medium-term plan: autumn term 2nd half
Sequence and
Theme
Weeks
Page
2.3
7–8
Planning
Framework
p24
GEOMETRIC
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Geometry: properties of shapes
identify and describe the properties of 2-D shapes,
including the number of sides and line symmetry in a
vertical line
identify and describe the properties of 3-D shapes,
including the number of edges, vertices and faces
identify 2-D shapes on the surface of 3-D shapes, [for
example, a circle on a cylinder and a triangle on a
pyramid]
compare and sort common 2-D and 3-D shapes and
everyday objects


Problem Solving and Reasoning 2, pp 44–5, 1
‘Matchstick challenge!’
Picture Maths 2, pp20–1, 9 ‘Posting shapes’


Geometry: position and direction
order and arrange combinations of mathematical objects
in patterns and sequences

MENTAL MATHS
TESTS
Mental Maths Tests 2, pp 16–19,
Autumn Tests 6 and 7
ASSESSMENT
TASK
2.3
2.4
NUMBER
SENSE
Problem Solving and Reasoning 2, pp74–5, 16 ‘My
robot friend’
Assessment
Tasks
Years 1 and 2
pp40–41
9–10
Planning
Framework
p24
Success criteria
Pupils can recognise and identify shapes in their
environment and explain the properties of the shapes
including lines of symmetry.
TASK: Curious Quadrilaterals
USE WITH: Groups of 3
Number and place value
count in steps of 2 and 5 from 0 and in tens from any
number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0 up to 100; use <, >
and = signs
read and write numbers to at least 100 in numerals
use place value and number facts to solve problems

Picture Maths 2, pp 4–5, 1 ‘Butterflies’





Measurement
compare and order lengths, mass, volume / capacity and
record the results using >, < and =
compare and sequence intervals of time

Compare and order numbers from 0 up to 100.
Picture Maths 2, pp 6–7, 2 ‘Rock pool creatures’

Statistics
ask and answer simple questions by counting the
number of objects in each category and sorting the
categories by quantity

Problem Solving and Reasoning 2, pp76–7, 17
‘The fruit bowl challenge’
MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.4
Mental Maths Tests 2, pp 20–3,
Autumn Tests 8 and 9
Assessment
Tasks
Years 1 and 2
pp42–43
Success criteria
Pupils can represent and explain how they know ten more
and ten less than any given number and read, compare
and record comparison of numbers up to 100.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Rotten Potions
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: autumn term 2nd half (cont.)
Sequence and
Theme
Weeks
Page
2.5
11–12
Planning
Framework
p25
ADDITIVE
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in tens from any number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
use place value and number facts to solve problems



Addition and subtraction
solve problems with addition and subtraction:
– using concrete objects and pictorial representations,
including those involving numbers, quantities and
measures
– applying their increasing knowledge of mental
methods
recall and use addition and subtraction facts to 20
fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects,
pictorial representations, and mentally, including:
– a two-digit number and ones
– a two-digit number and tens
– adding three one-digit numbers
show that addition of two numbers can be done in any
order (commutative) and subtraction of one number from
another cannot
recognise and use the inverse relationship between
addition and subtraction and use this to check
calculations and solve missing number problems

Problem Solving and Reasoning 2, pp60–1, 9 ‘A
difference of 5’



Problem Solving and Reasoning 2, pp70–1, 14
‘Total patterns’
Picture Maths 2, pp 10–11, 4 ‘Playing ball’

Measurement
recognise and use symbols for pounds (£) and pence
(p); combine amounts to make a particular value
find different combinations of coins to equal the same
amounts of money
solve simple problems in a practical context involving
addition and subtraction of money of the same unit,
including giving change



Problem Solving and Reasoning 2, pp56–7, 7
‘Moneybox puzzle’
Picture Maths 2, pp38–9, 18 ‘Robot sale’
Statistics
ask and answer questions about totalling and comparing
categorical data.

MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.5
Mental Maths Tests 2, pp 24–5,
Autumn Test 10
Assessment
Tasks
Years 1 and 2
pp44–45
Success criteria
Pupils can represent, explain and record the relationship
between addition and subtraction. They can represent and
solve addition and subtraction problems in different
contexts, appropriately choosing and using number facts,
understanding of place value and counting.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Toy Sale
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: spring term 1st half
Sequence and
Theme
Weeks
Page
2.6
13–15
Planning
Framework
p25
NUMBER
SENSE
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in steps of 2, 3 and 5 from 0 and in tens from any
number, forward and backward

Multiplication and division
recognise odd and even numbers

Statistics
interpret and construct simple pictograms, tally charts,
block diagrams and simple tables
ask and answer simple questions by counting the
number of objects in each category and sorting the
categories by quantity.

Count in steps of 2, 3, 5 and 10s
from any number forwards or
backwards.

Picture Maths 2, pp 40–1, 19 ‘The fruit shop’
MENTAL MATHS
TESTS
Mental Maths Tests 2, pp 26–9,
Spring Tests 1 and 2
ASSESSMENT
TASK
2.6
2.7
MULTIPLICATIVE
REASONING
16–18
Assessment
Tasks
Years 1 and 2
pp46–47
Success criteria
Pupils can use their understanding of counting in twos, fives
and tens to interpret data. They can represent and explain
the difference between odd and even numbers and use this
understanding to identify large multiples of two.
Planning
Framework
p26
Number and place value
count in steps of 2, 3 and 5 from 0 and in tens from any
number, forward and backward
Problem Solving and Reasoning 2, pp 48–9, ‘The
story of 20’
Multiplication and division
recall and use multiplication and division facts for the 2,
5 and 10 multiplication tables, including recognising odd
and even numbers
calculate mathematical statements for multiplication and
division within the multiplication tables and write them
using the multiplication (×), division (÷) and equals (=)
signs
show that multiplication of two numbers can be done in
any order (commutative) and division of one number by
another cannot
solve problems involving multiplication and division,
using materials, arrays, repeated addition, mental
methods, and multiplication and division facts, including
problems in contexts
Skills Builders: Times Tables 1, pp 10–11,
‘Multiplication table for 2’
Skills Builders: Times Tables 1, pp 12–13, ‘Division
facts for 2’
Skills Builders: Times Tables 1, pp 14–15,
‘Multiplication table for 5’
Skills Builders: Times Tables 1, pp 16–17, ‘Division
facts for 5’
Skills Builders: Times Tables 1, pp 18–19,
‘Multiplication table for 10’
Skills Builders: Times Tables 1, pp 20–11, ‘Division
facts for 10’
Picture Maths 2, pp 12–13, 5 ‘Pete’s penguins’
Skills Builders: Times Tables 1, pp 22–3, ‘Mixed
multiplication practice (1 and 2)’





Measurement
recognise and use symbols for pounds (£) and pence
(p); combine amounts to make a particular value
find different combinations of coins to equal the same
amounts of money
tell and write the time to five minutes
know the number of minutes in an hour and the number
of hours in a day.


TASK: Plant Pairs and Pictograms
USE WITH: Groups of 3
Recall and use multiplication and division facts for
the 2, 5 and 10 multiplication tables, including
recognizing odd and even numbers.


Problem Solving and Reasoning 2, pp 66–7, 12
‘The lunchbox trolley’
Problem Solving and Reasoning 2, pp58–9, 8
‘Wheely puzzle’
MENTAL MATHS
TESTS
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
Mental Maths Tests 2, pp 30–5,
Spring Tests 3, 4 and 5
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
ASSESSMENT
TASK
2.7
Assessment
Tasks
Years 1 and 2
pp48–49
Success criteria
Pupils can represent and explain how to use their
multiplication facts to solve division problems. They can
represent and solve multiplication and division problems in
different contexts.
TASK: All The Fives
USE WITH: Individuals
Medium-term plan: spring term 2nd half
Sequence and
Theme
Weeks
Page
2.8
19-21
Planning
Framework
p26
NUMBER
SENSE
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in steps of 2, 3 and 5 from 0 and in tens from any
number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0 up to 100; use <, >
and = signs
read and write numbers to at least 100 in numerals
use place value and number facts to solve problems


Skills Builders: Times Tables 1, pp 24–5, ‘Mixed
multiplication practice (5 and 10)’




Measurement
choose and use appropriate standard units to estimate
and measure length / height in any direction (m / cm);
mass (kg / g); temperature (°C); capacity (litres / ml)
to the nearest appropriate unit, using rulers, scales,
thermometers and measuring vessels
compare and order lengths, mass, volume / capacity and
record the results using >, < and =
compare and sequence intervals of time.

Use >, < and = signs.




MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.8
Problem Solving and Reasoning 2, pp50–1, 4
‘Double your robot’
Picture Maths 2, pp 30–1, 14 ‘Pencil lengths’
Mental Maths Tests 2, pp 36–9,
Spring Tests 6 and 7
Assessment
Tasks
Years 1 and 2
pp50–51
Success criteria
Pupils can measure in different contexts, choosing the
appropriate unit and equipment and reading the scales to
the nearest number.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Plant Growth
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: spring term 2nd half (cont.)
Sequence and
Theme
Weeks
Page
2.9
22–23
Planning
Framework
p27
ADDITIVE
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in tens from any number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
use place value and number facts to solve problems


Skills Builders: Times Tables 1, pp 26–7, ‘Mixed
division practice (1 and 2)’

Addition and subtraction
solve problems with addition and subtraction:
– using concrete objects and pictorial representations,
including those involving numbers, quantities and
measures
– applying their increasing knowledge of mental
methods
recall and use addition and subtraction facts to 20
fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects,
pictorial representations, and mentally, including:
– a two-digit number and ones
– a two-digit number and tens
– two two-digit numbers
– adding three one-digit numbers
show that addition of two numbers can be done in any
order (commutative) and subtraction of one number from
another cannot
recognise and use the inverse relationship between
addition and subtraction and use this to check
calculations and solve missing number problems





Measurement
recognise and use symbols for pounds (£) and pence
(p); combine amounts to make a particular value
find different combinations of coins to equal the same
amounts of money
solve simple problems in a practical context involving
addition and subtraction of money of the same unit,
including giving change



Problem Solving and Reasoning 2, pp62–3, 10
‘Coin totals’
Solve simple problems in a practical context
involving addition and subtraction of money of
the same unit, including giving change.
Statistics
ask and answer questions about totalling and comparing
categorical data.

MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.9
Mental Maths Tests 2, pp 40–3,
Spring Tests 8 and 9
Assessment
Tasks
Years 1 and 2
pp52–53
Success criteria
Pupils can represent and solve addition and subtraction
problems involving two two-digit numbers in different
contexts, appropriately choosing and using number facts,
understanding of place value and counting.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Three Billy Goats Gruff
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: spring term 2nd half (cont.)
Sequence and
Theme
Weeks
Page
2.10
24–26
Planning
Framework
p27
GEOMETRIC
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Geometry: properties of shape
identify and describe the properties of 2-D shapes,
including the number of sides and line symmetry in a
vertical line
identify and describe the properties of 3-D shapes,
including the number of edges, vertices and faces
identify 2-D shapes on the surface of 3-D shapes, [for
example, a circle on a cylinder and a triangle on a
pyramid]
compare and sort common 2-D and 3-D shapes and
everyday objects

Problem Solving and Reasoning 2, pp64–5, 11
‘Polyhedron Primary’



Picture Maths 2, pp 22–3, 10 ‘Polygon painting’
Geometry: position and direction
order and arrange combinations of mathematical objects
in patterns and sequences
use mathematical vocabulary to describe position,
direction and movement.


MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.10
Mental Maths Tests 2, pp 44–5,
Spring Test 10
Assessment
Tasks
Years 1 and 2
pp54–55
Success criteria
Pupils can identify different possible 3-D shapes from seeing
one of the faces and describe the properties of the face (2-D
shape) and the 3-D shapes.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: What’s My Shape?
USE WITH: Individuals or groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: summer term 1st half
Sequence and
Theme
Weeks
Page
2.11
27–29
Planning
Framework
p28
NUMBER
SENSE
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in steps of 2, 3 and 5 from 0 and in tens from any
number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0 up to 100; use <, >
and = signs
read and write numbers to at least 100 in numerals and in
words
use place value and number facts to solve problems



Compare and order numbers
from 0 up to 100


Use place value and number facts
to solve problems.

Measurement
choose and use appropriate standard units to estimate
and measure length / height in any direction (m / cm);
mass (kg / g); temperature (°C); capacity (litres / ml) to
the nearest appropriate unit, using rulers, scales,
thermometers and measuring vessels
compare and order lengths, mass, volume / capacity and
record the results using >, < and =
compare and sequence intervals of time



Picture Maths 2, pp 32–3, 15 ‘New mugs!’
Statistics
interpret and construct simple pictograms, tally charts,
block diagrams and simple tables
ask and answer simple questions by counting the
number of objects in each category and sorting the
categories by quantity.


Picture Maths 2, pp 42–3, 20 ‘Our pets’
MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.11
Mental Maths Tests 2, pp 46–9,
Summer Tests 1 and 2
Assessment
Tasks
Years 1 and 2
pp56–57
Success criteria
Pupils can measure in different contexts, choosing the
appropriate unit and equipment and reading the scales to
the nearest number.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Rainy Days
USE WITH: Individuals
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: summer term 1st half (cont.)
Sequence and
Theme
Weeks
Page
2.12
30–32
Planning
Framework
p28
ADDITIVE
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in tens from any number, forward and backward
recognise the place value of each digit in a two-digit
number (tens, ones)
use place value and number facts to solve problems



Addition and subtraction
solve problems with addition and subtraction:
– using concrete objects and pictorial representations,
including those involving numbers, quantities and
measures
– applying their increasing knowledge of mental
methods and written methods
recall and use addition and subtraction facts to 20
fluently, and derive and use related facts up to 100
add and subtract numbers using concrete objects,
pictorial representations, and mentally, including:
– a two-digit number and ones
– a two-digit number and tens
– two two-digit numbers
– adding three one-digit numbers
show that addition of two numbers can be done in any
order (commutative) and subtraction of one number from
another cannot
recognise and use the inverse relationship between
addition and subtraction and use this to check
calculations and solve missing number problems



Problem Solving and Reasoning 2, pp78–9, 18
‘Number square investigation’
Problem Solving and Reasoning 2, pp68–9, 13
‘Lunchtime fun’
Solve problems with addition and subtraction using
concrete objects and pictorial representations.
Apply increasing knowledge of mental and written
methods.


Statistics
ask and answer questions about totalling and compare
categorical data

MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.12
Mental Maths Tests 2, pp 50–5,
Summer Tests 3, 4 and 5
Assessment
Tasks
Years 1 and 2
pp58–59
Success criteria
Pupils can represent and solve addition and subtraction
problems involving two, two-digit numbers in different
contexts, appropriately choosing and using number facts,
understanding place value and counting.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Play Trays
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: summer term 2nd half
Sequence and
Theme
Weeks
Page
2.13
33–35
Planning
Framework
p29
MULTIPLICATIVE
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Number and place value
count in steps of 2, 3 and 5 from 0 and in tens from any
number, forward and backward

Multiplication and division
recall and use multiplication and division facts for the 2,
5 and 10 multiplication tables, including recognising odd
and even numbers
calculate mathematical statements for multiplication and
division within the multiplication tables and write them
using the multiplication (×), division (÷) and equals (=)
signs
show that multiplication of two numbers can be done in
any order (commutative) and division of one number by
another cannot
solve problems involving multiplication and division, using
materials, arrays, repeated addition, mental methods, and
multiplication and division facts, including problems in contexts




Fractions
recognise, find, name and write fractions 1∕3, 1∕4, 2∕4 and 3∕4
of a length, shape, set of objects or quantity
write simple fractions for example 1∕2 of 6 = 3 and
recognise the equivalence of 2∕4 and 1∕2.


Measurement
tell and write the time to five minutes, including quarter
past / to the hour and draw the hands on a clock face to
show these times
know the number of minutes in an hour and the number
of hours in a day.


Solve problems involving multiplication and
division, using materials, arrays, repeated addition,
mental methods, and multiplication and division
facts, including problems in context
Skills Builders: Times Tables 1, pp 26–7, ‘Mixed
division practice (1 and 2)’
Skills Builders: Times Tables 1, pp 28–9, ‘Mixed
multiplication practice (5 and 10)’
Skills Builders: Times Tables 1, pp 30–1, ‘Mixed
multiplication practice (1, 2, 5 and 10)’
Skills Builders: Times Tables 1, pp 32–3, ‘Mixed
division practice (1, 2, 5 and 10)’
Skills Builders: Times Tables 1, pp 34–5, ‘Problem
solving (1 and 2 times tables)’
Skills Builders: Times Tables 1, pp 36–7, ‘Problem
solving (1 and 2 division facts)’
Skills Builders: Times Tables 1, pp 38–9, ‘Problem
solving (5 and 10 times tables)’
Skills Builders: Times Tables 1, pp 40–1, ‘Problem
solving (5 and 10 division facts)’
Skills Builders: Times Tables 1, pp 42–3, ‘Problem
solving (1, 2, 5 and 10 times tables)’
Skills Builders: Times Tables 1, pp 44–5, ‘Problem
solving (1, 2, 5 and 10 division facts)’
Picture Maths 2, pp 14–15, 6 ‘Money box safe’
Recognise, find, name and write fractions: a
third, a quarter, two quarters and three quarters
of a length shape, set of objects or quantity.
Problem Solving and Reasoning 2, pp 72–3, 15
‘The fraction family’
Picture Maths 2, pp 16–17, 7 ‘Chocolate pieces’
Fluency With Fractions 2, pp 14–16, 3 ‘Finding
different quarters of a shape’
Fluency With Fractions 2, pp 23–5 ‘Finding
different quarters of a group of objects’
Picture Maths 2, pp 34–5, 16 ‘Cute chicks’
Picture Maths 2, pp 36–7, 17 ‘Holiday time’
MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.13
Mental Maths Tests 2, pp 56–9,
Summer Tests 6 and 7
Assessment
Tasks
Years 1 and 2
pp60–61
Success criteria
Pupils can represent and explain how to find halves, thirds
and quarter in the context of both discrete objects and
continuous measures. They can show and tell the time, on
an analogue clock, including quarter past and quarter to the
hour.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Teddy’s Party
USE WITH: Groups of 3
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon
Primary Mathematics Planning Framework
Medium-term plan: summer term 2nd half (cont.)
Sequence and
Theme
Weeks
Page
2.14
36–37
Planning
Framework
p29
GEOMETRIC
REASONING
Year 2
Learning objectives
Pupils should be taught to:
Notes/Resources/Teaching Activities
Geometry: properties of shape
identify and describe the properties of 2-D shapes,
including the number of sides and line symmetry in a
vertical line
identify and describe the properties of 3-D shapes,
including the number of edges, vertices and faces
identify 2-D shapes on the surface of 3-D shapes, [for
example, a circle on a cylinder and a triangle on a
pyramid]
compare and sort common 2-D and 3-D shapes and
everyday objects


Compare and sort common 2-D and 3-D shapes
and everyday objects.


Geometry: position and direction
order and arrange combinations of mathematical objects
in patterns and sequences
use mathematical vocabulary to describe position,
direction and movement, including movement in a
straight line and distinguishing between rotation as a
turn and in terms of right angles for quarter, half and
three-quarter turns (clockwise and anti-clockwise)


Fractions
recognise, find, name and write fractions 1∕3, 1∕4, 2∕4 and 3∕4
of a length, shape, set of objects or quantity
write simple fractions for example, 1∕2 of 6 = 3 and
recognise the equivalence of 2∕4 and 1∕2.


MENTAL MATHS
TESTS
ASSESSMENT
TASK
2.14
Picture Maths 2, pp24–5, 11 ‘Amazing maze!’
Picture Maths 2, pp26–7, 12 ‘Treasure island’
Fluency With Fractions 2, pp 17–19, 4 ‘Fractions of
a turn and equivalence’
Fluency With Fractions 2, pp 20–2, 5 ‘Linking
quarters to time’
Picture Maths 2, pp 18–19, 8 ‘Pizza problem’
Fluency With Fractions 2, pp 26–8, 7 ‘Using
fractions to compare measurements’
Fluency With Fractions 2, pp 32–34, 9 ‘Counting in
fraction steps of ½ and ¼ beyond 1’
Fluency With Fractions 2, pp 35–7, 10 ‘Equal
sharing between 3’
Fluency With Fractions 2, pp 38–40, 11 ‘Finding a
third of a shape’
Fluency With Fractions 2, pp 41–3, 12 ‘Finding a
third of a quantity (length)’
Fluency With Fractions 2, pp 44–6, 13 ‘Problems
about finding thirds (measurement)’
Fluency With Fractions 2, pp 47–9, 14 ‘Finding
fractions of quantities (measurement)’
Fluency With Fractions 2, pp 50–2, 15
‘Recognising fractions of different amounts’
Mental Maths Tests 2, pp 60–65,
Summer Tests 8, 9 and 10
Assessment
Tasks
Years 1 and 2
pp62–63
Success criteria
Pupils can use their understanding of fractions to talk about
shapes and movement (turns) and solve related problems.
Primary Mathematics Planning Framework Medium-term Plans
www.risingstars-uk.com
TASK: Which Way Shall We Turn?
USE WITH: Individuals
© Rising Stars UK Ltd. 2014
Published in partnership with Babcock LDP, Devon