Maths Year 2 Weekly Plan: Autumn
Week 1: Order numbers to 100, place value
Objectives: Mark two-digit numbers on a beaded line, then landmarked line (labelled in tens); Order numbers to 100, compare two numbers, say which is more or less; Say a number
Week 1 Tuesday
Week 1 Monday
between any given neighbouring pairs of multiples of ten (e.g. 40 and 50); Count on in tens from single and two-digit numbers and back again; Make a sensible estimate up to 100 (e.g.
choosing from 10, 20, 50 or 100); Show two-digit numbers on a bead string and write the corresponding addition (e.g. 26 = 20 + 6); Partition two-digit numbers into multiples of ten and
one; Use place value to add and subtract (e.g. 30 + 4, 53 – 3).
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Count and read
Mark two-digit numbers on a beaded line
Most children/Harder
Play ‘Guess my number’
numbers to 100
Use the 100 bead bar to support counting to 100 moving beads
Children work in pairs to roll two 1-10 dice twice to
using a large 100 beaded
Use either a 1-100
one at a time as you do so, and emphasising multiples of 5 and
form a pair of 2-digit numbers, e.g. 26 and 54, mark
line. Write ‘less than’,
square or the ITP
10. Point to 20 then to 30 beads. Think of a number that is
both on a beaded line (see resources) and write
‘more than’ and
Number grid to support between 20 and 30; show me on your bead strings. Is your
underneath: 54 is more than 26. They then use two
‘between’ on the board.
counting to 100 and
number closer to 20 or to 30? Repeat, asking for numbers
dice to make a two-digit number, e.g. 76, mark it on
Think of a number say 57
back again, emphasising between 30 and 40, 40 and 50, 60 and 70, 90 and 100. Write 35
the beaded line (see resources), discuss which two
and ask children to ask
the multiples of 5. Make and 51 on tags. Which of these 2 numbers is bigger? Where do
multiples of 10 it lies between and fill in: __ is
you questions to which
sure children say
they go on the bead bar? Don’t point, but tell me where to put
between □ and □.
you can only answer ‘yes’
numbers such as 15 and them! Revise showing children how to draw tags to label
or ‘no’ using the words on
GUIDED: Easier
50, 19 and 90 clearly.
numbers after beads on a large beaded line (see resources).
the board, e.g. is it more
Roll two dice to make a two-digit number Where
Use Post-itsTM to cover
Show children a large 0-100 landmarked line (only 10s marked
than 50? Is it between 50
should this go on the beaded line? Encourage children
numbers on the 100
and labelled) (see resources).
and 60? As you respond
to describe rather than point. Repeat several times,
square or the mask
to their questions, cross
then children work in pairs to do the same. Ask two
facility on the ITP. Point
out sections of the
children to each roll two dice and write the two-digit
Ask where 35 goes on this line? Which 2 multiples of 10 does it
to one hidden number.
beaded line e.g. the
numbers they make. Whose number is bigger? Show
lie between? Ask where it is between 30 and 40? Draw a tag to
Children write the
section from 0 to 50, or
both numbers on bead strings if necessary. The child
label its position. Now consider 51. Is it closer to 50 or 60? Try to
missing number and
all sections bar the
with the greater number wins a point. Repeat, then
imagine 10 beads in the space between 50 and 60, then hang a
show together on the
section from 50 to 60.
children
play
in
pairs.
They
can
choose
which
order
to
tag after the 1st bead. Repeat with other two-digit numbers.
count of 5.
use the digits they roll.
Say the number that is one more or
Count in tens from 1- and 2-digit numbers
Most children
Show me 45 on your
one less
Cover the first five beads on the 100 bead
Children choose a number between 0 and 10, mark it on a 100
bead strings. Now
Show children the 100 bead bar with
bar with a cloth and show children the
beaded line (see resources). They then draw jumps of 10,
show me the number
the tags showing multiples of 10. Point
next five beads. Slide another 10 along as
labelling the jump + 10, repeating until past 90, labelling where
that is 10 more. What
to a multiple of 10, e.g. 40. What
one group. How many now? Fifteen.
each jump lands. They write the first jump in an addition under
number sentence
number comes before 40? And after 40? Repeat. (25) Keep sliding ten beads across the line. Repeat with a different number for each line.
could we write? (45 +
Repeat with each multiple of 10. Show
at a time and asking children how many
GUIDED: Medium
10 = 55) And what if
45 beads and write 45 on the board.
beads there are, pointing out how there
Work with a group of children who looked unsure during the
we put the 10 beads
What is one more than 45? Write 46
are always five beads at the end. Repeat,
whole class teaching.
back again? (55 – 10
after 45. What is the number before 45? this time adding the groups of ten more
= 45) Repeat adding
Easier
Harder
What is one less than 45? Write 44
quickly, and counting on in 10s together,
10 to other 2-digit
As medium, but jumps are Use beaded and landmarked lines
before 45. Show other 2-digit numbers
and then back again. Repeat this time
numbers, and then
pre-drawn (see resources). with no jumps pre-drawn (see
of beads on the bead bar and repeat.
starting with 7 beads.
subtracting 10 again.
resources).
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Autumn
Week 1 Friday
Week 1 Thursday
Week 1 Wednesday
Maths Year 2 Weekly Plan: Autumn
Week 1: Order numbers to 100, place value
Starters
Whole class teaching
Guided group and independent paired/indiv practice activities
Plenary
Pairs to 6
Estimate a quantity, then count in tens
Whole class activity
Show children a series of
Put children in pairs; lions Show chn a small pile of supermarket vouchers
Give 2 mugs of different pasta shapes (e.g. twirls and twists)
pictures of 76, 19, 52, 98 spots
and tigers! Tigers, show
(about 20), spread them out and ask children to
to each group and a bowl/paper plate to each pair onto
(see resources). Show each for a
me 3 fingers. They work
quickly guess how many. About 10? About 20, 50
which they can count them. Children guess which mug
short amount of time. Children
out how many fingers the or 100? Discuss how if we guess a number like 57, contains more pasta shapes, estimate whether they contain
guess whether there are about
other child must hold up
it is very unlikely to be right, but our estimate
close to 20, 50, or 100 shapes and then count them, grouping 20, 50, 100 or between 50 and
to show 6 altogether. Rpt might be right if we guess something like ‘about
them into 10s to make the counting easier. Children record
100 spots on each. Count them
asking tigers to show 0 to 50’. Count them together. Rpt with a pile of
both their estimate and count. Sit with different groups to
together to check. Where there
6 fingers, lions show the
about 100 vouchers. Discuss how it is difficult to
assess their ability to estimate and their accuracy in counting. are a large number of spots,
complement to 6. Try and count a large number and suggest that you put
Easier: Use smaller cups.
suggest drawing loops round
build up the pace! Tigers
them in piles of 10 vouchers, and then count in
Harder: Children estimate whether they contain close to 20,
groups of 10 and then counting
and lions swap roles.
10s to help. Repeat with about 50.
50, 75 or 100.
in 10s to help.
Pairs to 7
Estimate a quantity, then count in tens
Most children/Harder
Write 33p on the board. If we had
Show 5 pegs of the same colour and 2 pegs Ask chn to show 45 on their bead strings. Ask how
Children work in pairs to take two 0-9
only 10p and 1p coins, how could
of another on a coat hanger. How many
they do this. Do you need to count on in ones? How
cards to make a two-digit number.
we pay 33p using as few coins as
pegs are there? Close your eyes. Cover up
many groups of ten? And ones? Record 45 = 40 + 5.
They create this number using bead
possible? How many 10p coins?
the last 2 with a cloth. Open your eyes, how 45 equals 40 add 5. Show on the beaded line how
strings and record the place value
Count on in 10s to check as you
many have I hidden? How do you know?
we split 45 into 40 and 5. Repeat to show 52. What
sentence, e.g. 68 = 60 + 8.
count on large 10p coins, 10, 20,
What colour are they? Write 5 + □ = 7 on
number sentence can we write? What tens and ones
30 pence. And how many pennies?
GUIDED: Easier
the board. What number should go in the
can we split 52 into? Repeat for 88 and then with
3, 30 and 3 makes 33 pence. What
As above, but also help children to
box? How do you know? Repeat, covering
other 2-digit numbers. Show a number between 60
make some of the numbers using place number sentence can we write?
3, 4, 5 and then 6 pegs. Cover any number
and 70. How many tens are you all showing? Write a value cards in preparation for the
Repeat with other two-digit
of pegs to 7 in random order, children
number sentence to go with your bead string on
amounts of money.
Friday’s activity.
show on their fingers how many are hiding. your w/bs. Repeat with other multiples of 10.
Pairs to 8
Perform place value additions and subtractions
Most children
Use the
Children help you to write all
Ask chn to show 40 on their bead strings. Then to show 45. Ask Children work in pairs to answer place value additions and
slidy box
additions to 8 (8 + 0 = 8, 7 + 1 = 8…)
what they did (pushed another 5 beads along). What sentence
subtractions (see resources). Remind them that they don’t
cards,
on separate cards, using fingers to
can we write? 40 + 5 = 45. Rpt with other two-digit numbers.
need to count on/back in ones to solve these!
hide the
help. Display on the f/c. Chn close
Show me 64. Now take away the last 4. How many left? Write a Easier
operation.
GUIDED: Harder
their eyes while you cover a number matching sentence: 46 – 6 = 40. Give place value cards to each
Children
As above but
Ask children to close eyes whilst you
in a number sentence with a Post-it
child. Find 40. Find 6. What is 40 add 6? Record 40 + 6 = 46.
write + or
children choose pick up a ‘slidy box’ card (see below
note™. Chn hold up the missing
Take away 6. What is left? What did you do? Record 46 – 6 =
-, and
bead strings or
plan) and hide the second number.
number using digit cards or fans.
40. Pick up the 6 card again to make 46. This time take away
discuss
place value
What number is hiding? How do you
Repeat, hiding a different number
40. What do you have left? What sentence could we write? Rpt cards to help
how they
know? Rpt, hiding different numbers on
each time. As chn gain confidence,
using place value cards to add and subtract multiples of 10 and them.
know.
different cards, quickly progressing to
re-arrange number sentences into
1, combining two cards or leaving one card. These are really
hiding the first number.
random order and repeat.
easy; we don’t need to do any counting on or back!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Autumn
Maths Year 2 Weekly Plan: Autumn
Week 1: Order numbers to 100, place value
Resources
 100 square or ITP Number grid set with start number 1, columns 10 with multiples 5 highlighted (see resources)
 Post-it notesTM
 100 bead bar, cloth and tags
 100 bead strings
 A large beaded line (see resources)
 A large landmarked line (0-100, with only tens marked and labelled) (see resources)
 Activity sheet of 100 beaded line (see resources) copy onto A3
 Activity sheet of 100 beaded lines plus writing frame (see resources)
 Activity sheets for jumping in tens (see resources)
 About 170 supermarket vouchers of the sort schools save to buy computer or sports resources
 Cups of different pasta shapes (e.g. twirls and twists) and a bowl/paper plates (depending on size of pastas shapes and cup size, a cup will contain around 10 pieces)
 Pictures of 76, 19, 52, 98 spots (see resources)
 A coat hanger and five pegs of one colour and five of another, and a cloth
 0-9 dice
 10s and 1s place value cards
 Large or IWB 10p and 1p coins
 Activity sheet with place value additions and subtractions (see resources)
 Abacus Year 2 Workbooks 1 and 2
 ‘Slidy box’ cards: strips of card with number sentences such as 40 + 2 = 42, 54 – 4 = 50, and a piece of card wrapped round to form a sliding box to cover any number or operation
25 - 5 = 20
Abacus Workbook Pages for Alternative/Additional Practice
Day
Tuesday
Wednesday
Thursday
Friday
Group
Most children
Harder
Easier
Harder
Most children
Harder
Most children
Harder
Page
Workbook 1, page 28
Workbook 1, page 30
Workbook 1, page 2
Workbook 2, page 34
Workbook 1, page 37
Workbook 2, page 3
Workbook 2, page 2
Workbook 2, page 4
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Autumn
Maths Year 2 Weekly Plan: Autumn
Week 1: Order numbers to 100, place value
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Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
MATHS Y2 Week 1 Autumn
Maths Year 2 Weekly Plan: Autumn
Week 1: Order numbers to 100, place value
Outcomes
Monday
1. Locate 2-digt numbers on a
beaded line.
2. Say which is more.
3. Say a number between
neighbouring multiples of ten.
Tuesday
1. Count in tens from a single-digit
number marking jumps on a beaded
line.
Outcomes for most children
Wednesday
1. Make a sensible estimate up to
100 (e.g. choosing from 10, 20, 50
or 100).
Thursday
1. Show two-digit numbers on a
bead string and write the place
value addition (e.g. 26 = 20 + 6).
Friday
1. Partition two-digit numbers into
multiples of ten and one.
2. Use place value to add and
subtract (e.g. 30 + 4, 53 – 3).
Default (outcomes for children not on statements but not able to reach the outcomes for most children)
1. Locate 2-digt numbers on a
beaded line.
2. Say which is more.
1. Count in tens from a single-digit
number using given jumps on a
beaded line.
1. Make a sensible estimate up to
100 (e.g. choosing from 10, 20, 50
or 100).
1. Show two-digit numbers on a
bead string and write the place
value addition (e.g. 26 = 20 + 6).
1. Partition two-digit numbers into
multiples of ten and one using bead
strings or place value cards to help.
2. Use place value to add and
subtract (e.g. 30 + 4, 53 – 3) using
bead strings or place value cards to
help.
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 Autumn