Medium Term Plans for Springyear 2

Medium term Plans for SpringYear 2

NB: HAT = Hamilton Assessment Tracker

IMPORTANT NOTE: Teachers asked us to ensure that all the teaching of statutory Y2 content can be completed in advance of the SATs in late May. Hamilton has always done this for Y6, recognising the importance of covering National Curriculum content before the statutory assessments. We have now organised this for Y2.

So ALL the statutory content is covered before the SATs. This is generally achieved as follows:

Term 1, Autumn: 12 weeks teaching
Term 2, Spring: 11 weeks teaching
Term 3, Summer: 5 weeks teaching.

This teaching is inevitably very tight as there is so much to cover. Each teacher will need to pace this teaching to suit their class and, importantly, term dates.

This academic year 2017-2018, please note:

Term 2 teaching must be started at the end of Term 1, in last week before Christmas
If the SATs are to be done in week beginning 14th May then it is necessary that Week 1 of Term 2’s teaching should be done before the Easter holidays.
If SATS are to be done in week beginning 21st May (or later), there are 5 weeks for the teaching which is perfect.
Revision activities are provided for Week before SATs.

After the SATs, we have provided weeks to revise and consolidate the Y2 content with a variety of activities/tasks using problem solving and mathematical reasoning.

There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.

Week / Main focus of teaching and activities each day / Starter / Outcomes of each day
1 / Number and place value
Day 1: Compare numbers using the symbols < and >.
Day 2: Identify properties of numbers and use this to sort them.
Day 3: Use ordinal numbers in context up to 10th and beyond.
Day 4:Round 2-digit numbers to nearest multiple of 10.
Day 5:Round 2-digit numbers to nearest multiple of 10.
Racing riddles
NRICH link: Sorting the numbers / Day 1: Starter – Order 2-digit numbers
Day 2: Starter – Recognise multiples of 2 and 10
Day 3: Starter – One more/one less
Day 4: Starter – Place value
Day 5: Starter – Rounding / Number and place value
Day 1: 1. Mark 2-digit numbers on a landmarked line (labelled in 10s).
2. Compare numbers using the symbols < and >.
Day 2: 1. Identify properties of numbers and use this to sort them.
2. Solve logic problems.
Day 3: 1. Use ordinal numbers in context up to 10th and beyond.
2. Solve problems using ordinal numbers
Day 4: 1. Round 2-digit numbers to nearest multiple of 10.
Day 5: 1. Round 2-digit numbers to nearest multiple of 10.
HAT outcomes 4, 5 and 6
2 / Addition and subtraction
Day 1: Add 2-digit numbers using a landmarked number line.
Day 2:Subtract 2-digit numbers using grid.
Day 3:Subtract 2-digit numbers using a landmarked line.
Day 4:Find change from 50p using pairs to 10.
Day 5:Find change by counting up to find a difference.
Lines of numbers / Day 1: Starter – Bridging 10
Day 2: Starter – Count on and back in 10s
Day 3: Starter – Adding multiples of 10 to 2-digit numbers
Day 4: Starter – Bonds to 10
Day 5: Starter - Adding to next 10 / Addition and subtraction
Day 1: 1. Use a landmarked line to add 2-digit numbers.
Day 2: 1. Subtract 2-digit numbers using a number grid where the ones do not cross a 10s barrier.
Day 3: 1. Subtract 2-digit numbers using a landmarked number line.
Day 4: 1. Find change from 50p using pairs to 10.
Day 5: 1. Find change by counting up to find a difference.
HAT outcomes 4, 10, 11, 12, 15 and 28
3 / Addition and subtraction
Day 1: Add 5, 1-digit numbers looking out for number facts to help.
Day 2: Sort additions into how they need to be worked out.
Day 3: Sort subtractions according to how they can be worked out.
Day 4:Subtracting two 2-digit numbers.
Day 5:Sort addition/subtractions.
Cross additions / Day 1: Starter – Pairs to 10
Day 2: Starter – Pairs to 20
Day 3: Starter – Saying 1 or 2 more than a 2-digit number
Day 4: Starter – Saying 1 or 2 more than a 2-digit number
Day 5: Starter – Counting on in 10s / Addition and subtraction
Day 1: 1. Add 5 small numbers spotting pairs to 10 or doubles.
Day 2: 1. Sort additions according to whether they are known facts or need to be worked out.
2. Work out additions using different methods.
Day 3: 1. Sort subtractions according to whether they are known facts or need to be worked out.
2. Work out subtractions using different methods.
Day 4: 1. Subtracting two 2-digit numbers (where units are smaller in the number being taken away) using the grid and Spider.
Day 5: 1. Decide whether a word problem requires addition or subtraction to solve it.
2. Solve addition/subtraction word problems using Spider and number grid.
HAT outcomes 7, 8, 9, 11 and 13
4 / Money,addition andFractions
Day 1:Making two-digit amounts using coins.
Day 2:Adding two-digit money amounts.
Day 3: Finding ½ and ¼ of amounts by sharing.
Day 4:Find ½ and ¼ of amounts by sharing and using number facts.
Day 5:Find ½, ¼ and 1/3 of amounts by sharing and using number facts.
Coin trios
Mathematical challenges:Monster, Activity 16 / Day 1: Starter – Coin recognition
Day 2: 10 more/10 less
Day 3: Starter – Doubling
Day 4: Starter – Halving
Day 5: Starter – Telling the time / Money,addition andFractions
Day 1: 1. Recognise coins.
2. Use coins to make 2-digit amounts.
Day 2: 1. Add 2-digit money amounts using partitioning.
Day 3: 1. Find ½ and ¼ of numbers by sharing objects between groups of 2 and 4.
Day 4: 1. Find ½ and ¼ by sharing and by using some number facts.
Day 5: 1. Find ½, ¼ and 1/3 of amounts by sharing and using number facts.
HAT outcomes24, 27 and 28
5 / Measures
Day 1: Know that weight can be measured in kg and g
Day 2.Compare objects with the 100g and kg weight.
Day 3: Measure weight to the nearest 100g, reading scales.
Day 4:Have an idea of the length of 15, 30 and 60 seconds.
Day 5:Have a sense of the length of a minute.
Ten to the kilo / Day 1: Starter – Count in 100s
Day 2: Starter – Bonds to 10
Day 3: Starter – Count in 100s
Day 4: Starter – Tell time to the quarter hour
Day 5: Starter – Match digital times to analogue / Measures
Day 1: 1. Know that weight can be measured in kg and g.
2. Measure weights to the nearest 100g using 100g weights.
Day 2: 1. Compare objects with the 100g and kg weights and develop a sense of how heavy these weights are.
Day 3: 1. Weigh objects to the nearest 100g, reading scales.
Day 4: 1. Tell the time to the quarters.
2. Have an idea of the length of 15, 30 and 60 seconds.
Day 5: 1. Have a sense of the length of a minute.
2. Time events in minutes.
HAT outcomes 25 (weight), 26 (weight), 29 (quarters) and 31 (minutes and seconds)
6 / Multiplication and division
Day 1: Recognise multiples of 2, 5 and 10 and describe patterns.
Day 2: Record multiplication facts for the 5 times table.
Day 3: Begin to relate multiplication with division.
Day 4:Understand grouping as one model of division.
Day 5:Imagine what action would be needed to solve a word problem.
Multiple madness / Day 1: Starter – Count in 5s
Day 2: Starter – Count in 5s
Day 3: Starter – 2 times table
Day 4: Starter – Count in 2s, division facts
Day 5: Starter – Grouping lots of 10s / Multiplication and division
Day 1: 1. Count in 2s, 5s and 10s from any number to 100.
2. Recognise multiples of 2, 5 and 10.
3. Describe patterns.
4. Begin to investigate general statements.
Day 2: 1. Understand multiplication as repeated addition.
2. Record multiplication facts for the 5 times table.
Day 3: 1. Use multiplication and division sentences to describe an array and groups of numbers on a number line.
Day 4: 1. Understand grouping and lots of as one model of division.
2. Begin to understand that division can leave some left over.
Day 5: 1. Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division).
HAT outcomes 1 (2s and 5s), 16, 19, 20 and 21
7 / Multiplication and division
Day 1: Work out multiplication/division using beaded lines and ringing groups of the divisor.
Day 2: Work out multiplication/division using beaded lines and drawing hops.
Day 3: Draw arrays and create multiplication problems.
Day 4:Draw arrays and make up division problems.
Day 5:Work out whether division or multiplication is needed to work out word problems.
Mrs Multiple’s cakes
NRICH link:Money Bags / Day 1: Starter – Count in 2s
Day 2: Starter – Count in 5s
Day 3: Starter – 2 and 10 times tables
Day 4: Starter – Doubles to double 10
Day 5: Doubles and halves / Multiplication and division
Day 1: 1. Understand arrays and the facts that can be found from them.
2. Work out multiplication/division using beaded lines ringing groups or lots.
Day 2: 1. Work out multiplication/division using beaded lines, drawing hops.
Day 3: 1. Draw arrays and create their own multiplication word problems.
2. Use beaded lines/landmarked lines to work out multiplication problems.
Day 4: 1. Draw arrays and create their own division word problems.
2. Understand that division is the inverse of multiplication.
Day 5: 1. Sort word problems into division and multiplication.
2. Understand that division is the inverse of multiplication and use this to check answers.
HAT outcomes 17, 19, 20 and 21
8 / Measures and Data
Day 1: Measure liquid in cupfuls.
Day 2: Measure liquid in litres and make comparisons.
Day 3: Estimate amounts that are more/less than a litre.
Day 4:Draw and interpret a block graph.
Day 5:Draw and interpret a pictogram.
Mystery potion / Day 1: Starter – Compare 2-digit numbers
Day 2: Starter – Saying a number between two 2-digit numbers
Day 3: Starter – Bonds to 10
Day 4: Starter – Know number bonds to 10
Day 5: Starter – Know number bonds to 10 / Measures and Data
Day 1: 1. Estimate and measure capacity in cupfuls.
Day 2: 1. Begin to have a sense of a litre and make comparisons between other amounts.
Day 3: 1. Estimate which containers hold more or less than a litre.
Day 4: 1. Draw and interpret a block graph.
Day 5: 1. Draw and interpret a pictogram.
HAT outcomes 25 (capacity), 26 (capacity) and 32
9 / Addition and subtraction
Day 1: Doubling and halving by partitioning.
Day 2: Adding pairs of 2-digit number by partitioning.
Day 3: Adding pairs of 2-digit numbers by partitioning or counting on.
Day 4:Subtracting pairs of 2-digit numbers by counting back.
Day 5:Subtracting pairs of 2-digit numbers by counting back.
Jack’s amazing beanstalk
NRICH link: Number squares / Day 1: Starter – Double multiples of 5 to 50.
Day 2: Starter – Number facts.
Day 3: Starter – +/- multiples of 10.
Day 4:Starter – Using subtraction facts.
Day 5:Starter – Using addition and subtraction facts. / Addition and subtraction
Day 1: 1. Double 2-digit numbers using partitioning (answers less than 100).
2. Halve 2-digit numbers using partitioning (friendly numbers).
Day 2: 1. Add any pair of 2-digit numbers using partitioning.
Day 3: 1. Add any pair of 2-digit numbers using partitioning or counting on in tens and ones.
Day 4: 1. Subtract a 2-digit number by counting back in tens (not crossing 10s).
Day 5: 1. Subtract a 2-digit number by counting back in tens.
HAT outcomes 10, 11 (count back 2-digit nos) and 18
10 / Subtraction
Day 1: Subtract 2-digit amounts of money by counting up and finding the difference.
Day 2: Use Frog on a beaded line to subtract (counting up).
Day 3: Use Frog on a landmarked line to subtract (counting up).
Day 4:Subtract by counting up (larger gaps).
Day 5:Subtracting by counting up or counting back.
Frog’s busy day / Day 1: Starter – Locating 2-digit number on number line.
Day 2: Starter – Number Bonds to 10.
Day 3: Starter – Number bonds to 10.
Day 4:Starter – Counting on and back in tens.
Day 5:Starter – Telling time to the quarters. / Subtraction
Day 1: 1. Subtract two-digit amounts of money lying either side of a multiple of 10 by counting up on a penny line.
Day 2: 1. Use Frog (counting up) to subtract two-digit numbers lying either side of a multiple of 10 on a beaded line.
Day 3: 1. Use Frog (counting up) to subtract two-digit numbers lying either side of a multiple of 10 on a landmarked line.
Day 4: 1. Find a difference between two 2-digit numbers by counting up.
2. Begin to find differences totalling more than 10.
Day 5: 1. Subtract by counting up (difference) or counting back.
2.Decide whether it would be more efficient to subtract by counting back or counting up.
HAT outcomes 12, 14 (check – with +) and 28 (less than £1)
11 / Shape and measures
Day 1: Naming 3D shapes.
Day 2: Naming 3D shapes and identifying their properties.
Day 3: Naming 3D shapes and identifying their properties.
Day 4:Telling time to nearest quarter on analogue clocks.
Day 5:Telling time to the nearest quarter; beginning to tell the time to the nearest five minutes.
Pink or blue
NRICH link: Stop the clock / Day 1: Starter – Count in halves and quarters.
Day 2: Starter – Find ½, ¼ and ¾ of amounts.
Day 3: Starter – Count in halves and quarters.
Day 4:Starter – Quarters.
Day 5:Starter – Read o’clock, ½ past and ¼ past times (analogue). / Shape and measures
Day 1: 1. Recognise common 3D solids including in pictures in different positions and orientations.
2. Sort and describe 3D shapes, referring to their properties.
Day 2: 1. Count number of faces and corners of common 3D shapes.
Day 3: 1. Describe 3D shapes.
Day 4: 1. Read the time to the quarter of an hour on analogue clocks.
Day 5: 1. Read the time to the quarter of an hour on an analogue clock.
2. Match times on an analogue clock to digital times (to the quarter of an hour).
3. Begin to read the time to the nearest 5 minutes on an analogue clock.
HAT outcomes 29, 30 and 35

Title of topic – colour code (see below)

GREEN – Place Value or number
ORANGE – Addition or subtraction
PURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...)
GREY – Fractions or decimals or percentages or ratio
BLUE – shape or measures or data
BROWN – Algebra

The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings.However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage:

Outcomes for Year 2 - Hamilton Assessment Tracker

Key Outcomes in bold

Count from 0 in steps of 2, 3, 5 and 10.N
Count on and back in 10s from any number.N
Identify any number on the 1-100 grid, understanding that each number is a multiple of ten and some ones.N
Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs.N
Read and write numbers to at least 100 in numerals and make recognisable attempts to write numbers in words.N
Use place value and number facts to solve problems, e.g. 60 -  = 20.N
Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS
Know different unit patterns when adding or subtracting, first when not crossing a ten and then when crossing a ten, in numbers up to 100. AS
Add two or three single-digit numbers, using number facts and counting up. AS
Add a two-digit number and tens; add two 2-digit numbers which total less than 100 by counting on in tens and ones.AS
Count back in ones or tens or use number facts to take away, e.g. 27-3 = or 54-20 =. AS
Begin to count up to find a difference between two numbers with a small gap, e.g. 42–38. AS
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. AS
Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.AS
Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images. AS
Know 2x, 5x and 10x tables, and related division facts, e.g. saying how many 10s in 40; use x and ÷ signs correctly. MD
Understand equivalence in simple calculations: 3 x 4 = 6 x ☐MD
Double and halve numbers up to 20 and multiples of 5 to 50; recognise odd & even numbers.MD
Write multiplications and divisions, using x, ÷ and = signs; calculate answers. MD
Understand that multiplication can be done in any order (commutative) and division cannot. MD
Solve multiplication/division problems in context, using recall of x /÷ facts, doubling, halving, arrays, ‘clever counting’.MD
Count in halves and quarters, recognising fractions as numbers. FD
Begin to recognise the equivalence of 2/4 and ½ on the number line and in other practical contexts. FD
Understand ½, ¼, 1/3, ¾, 2/3 as fractions of quantities in a practical context; solve problems using shapes, objects, quantities.FD
Choose/use appropriate standard units to estimate and measure length/height, mass, temperature and capacity to the nearest appropriate unit using rulers, instruments. MS
Compare and order objects according to length, (mass) weight and capacity using suitable units, and record the results using >, < and =.MS
Recognise/use symbols for pounds (£) & pence (p); combine amounts, find different combinations of coins that give the same amount.MS
Solve simple problems in a practical context; add and subtract pence & pounds, including finding and giving change.MS
Tell/write the time on digital/analogue clocks to ½ past, ¼ past & ¼ to the hour; draw hands on a clock face to show these times; MS
Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes.MS
Know the number of minutes in an hour and the number of hours in a day and use this to compare and sequence intervals of time. MS
Construct simple tables, pictograms, tally charts, block diagrams where unit scale is labelled in 1s or multiples of 2; interpret, ask & answer appropriate questions. MS
Identify/describe common 2-D shapes, referring to properties including on the surface of 3-D shapes; compare/sort 2-D shapes G
Recognise symmetry in a vertical line.G
Identify/describe common 3-D shapes, referring to no. of edges, vertices, faces (curved and flat); compare/sort 3-D shapes.G
Order and arrange combinations of mathematical objects in patterns and sequences.G
Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line. G
Distinguish between rotation as a turn and in terms of right angles for quarter, half & three-quarter turns (clockwise & anti-clockwise). G

The letters in orange after each outcome indicate the strand in Hamilton Assessment Tracker to which each outcome belongs.