Year 2 Medium Term Planning

Year 2 Medium Term Planning

Week / Maths topic covered / Hamilton
Teaching Sequence / Objectives covered
1 / Comparing and ordering two-digit numbers and solving problems
Round two-digit numbers to the nearest multiple of ten / TS1
(3 days)
TS2
(2 days) /

Mark two-digit numbers on a landmarked line (labelled in tens)
Compare numbers using the symbols < and >
Use ordinal numbers in context up to 10th and beyond
Use knowledge of order of numbers and properties of number (e.g. odd/even, multiples of 2 and 10) to describe/sort numbers
Solve logic problems

Round two-digit numbers to nearest multiple of ten

2 / Pairs for all numbers up to 10, and 20, solving word problems
Count on/back in tens from any number, find 10, 20, 30, 40, 50 more/less / TS3
(3 days)
TS4
(2 days) /

Find all pairs with a total of 20 and record the corresponding addition and subtraction facts
Recognise the use of a symbol such as ■ to represent an unknown
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (addition or subtraction)

Relate counting on/back in tens to finding 20/30/40/50 more/less
Recognise the use of a symbol such as ■ to represent an unknown

3 / Add/subtract 11, 12, 13, 21, 22, 23
Shape: 3-d shapes / TS5
(3 days)
TS_S3
(2 days) /

Add/subtract 11, 12, 13, 21, 22, 23 by adding/subtracting 10/20 first

Visualise common 3-d solids, identify from pictures in diff positions and orientations
Sort, make and describe 3-d shapes, referring to their properties

4 / Weights
Handling data - weight / TS_M3
(3 days)
TS_D3
(2 days) /

Estimate, measure and compare weights, choosing and using suitable standard units and suitable measuring instruments

Answer a question by collecting and recording data, and representing it as block graphs and pictograms to show results

5 / Money and solving problems (including investigations, e.g. what coins can be used to make up £1) / TS6
(5 days) /

Find totals up to 50p using two or more coins
Work out what coins can be used to pay an amount up to £1
Use complements to multiples of ten to find change up to 50p
Find all possibilities by making an ordered list

6 / Count in 2s, 5s and 10s, spotting patterns
Use pairs to ten and place value to add/subtract single-digit numbers / TS7
(2 days)
TS8
(first 3 days) /

Count in 2s, 5s and 10s from any number to 100
Recognise multiples of 2, 5 and 10
Investigate a general statement about familiar numbers by finding examples which satisfy it
Use grouping in 2s, 5s or 10s to count larger groups of objects
Find, describe and continue patterns
Understand multiplication as repeated addition

Use pairs to ten to find the complement to the next multiple of ten
Use place value to add and subtract (e.g. 30 + 4, 53 – 3)
Add/subtract a single digit to/from a 2- digit number by bridging multiples of ten using knowledge of pairs to ten & place value

Half term
7 / Use pairs to ten/place value to add/subtract single-digit numbers
Sort calculations as to whether number facts or place value can be used to help
Shape: position and direction / TS8
(last day)
TS9
(3 days)
TS_S4
(first day) /

Add/subtract a single digit to/from a 2- digit number by bridging multiples of ten using knowledge of pairs to ten & place value

Sort calculations as to whether number facts or place value can be used to help,
Identify the useful number fact

Follow and give instructions involving position, direction and movement

8 / Shape: 2-d shape
Shape – symmetry / TS_S4
(last 3 days)
TS_S5
(2 days) /

Visualise common 2-d shapes, identify from pictures in different positions and orientations
Sort, make & describe 2-d shapes, referring to their properties

Identify reflective symmetry in patterns and draw lines of symmetry
Identify reflective symmetry in 2-d shapes and draw lines of symmetry in shapes

9 / Data – use tables and lists and relate to categorising shapes
Find a difference using pairs to ten and also place value / TS_D4
(2 days)
TS10
(3 days) /

Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’

Understand difference as one model of subtraction
Find a difference using pairs to ten and place value (e.g. 22 - 17, 32 – 27)

10 / Time – seconds, minutes, hours, days
Multiplication and division / TS_M4
(2 days)
TS11
(3 days) /

Use units of time (seconds. minutes, hours, days and weeks) and know the relationship between them
Measure activities using seconds and minutes
Note how long, in hours, diff activities are
Know the days of the week

Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand grouping as one model of division
Begin to understand that division can leave some left over
Learn multiplication facts for the 2, 5 and 10 times tables
Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division)

11 / Halves, doubles and quarters
Time: Rehearse telling the time to ½, ¼ hours & o’clock / TS12
(2 days)
TS_M5
(3 days) /

Find halves and quarters of numbers by folding strips
Find doubles up to double 15
Find doubles of multiples of 5 up to double 50 and corresponding halves
Identify near doubles using doubles already known (e.g. 40 + 41)

Use units of time (seconds, minutes, hours, days and weeks) and know the relationships between them
Read the time to the quarter of an hour on digital and analogue clocks

12 / Assess and review / TS13
(5 days) /

Add/subtract 11, 12, 13, 21, 22, 23 by adding/subtracting 10/20 first
Add/subtract a single digit to/from a two- digit number by bridging multiples of ten using knowledge of pairs to ten and place value
Find a difference using pairs to ten and place value (e.g. 22 - 17, 32 – 27)
Sort calculations as to whether number facts or place value can be used to help, identify the useful number fact
Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand grouping as one model of division
Begin to understand that division can leave some left over

Scroll down for MixedAgeRange

Mixed AgeRange Planning

Week / Year 1 / Year 2
1 / TS1:Ordering and counting in ones and tens, on and back up to 100(3 days)
TS2: Place value (2 days) / TS1:Comparing and ordering two-digit numbers and solving problems(3 days)
TS2: Round two-digit numbers to the nearest multiple of ten(2 days)
2 / TS3: Adding and subtracting, partitioning six, seven and ten (3 days)
TS4 (first 2 days): Count on and back in ones and tens, find one and ten more and less(2 days) / TS3: Pairs for all numbers up to 10, and 20, solving word problems(3 days)
TS4: Count on/back in tens from any number, find 10, 20, 30, 40, 50 more/less
(2 days)
3 / TS4: Count on and back in ones and tens, find one and ten more and less (3 days)
TS_S3: Shape: Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models (2 days) / TS5: Add/subtract 11, 12, 13, 21, 22, 23
(3 days)
TS_S3: Shape: Visualise common 3-d shapes, identify from pictures in diff positions & orientations, sort, make & describe shapes, referring to their properties (2 days)
4 / TS_M3: Weight: Estimate, measure and compare objects, choosing and using suitable uniform non-standard or standard units (2 days)
TS_D3: Data: Answer a question by recording information using block graphs and pictograms, using practical resources
(3 days) / TS_M3: Weight: Estimate, measure and compare weights, choosing and using suitable standard units and suitable measuring instruments (2 days)
TS_D3: Data: Answer a question by collecting & recording data, representing it as block graphs & pictograms to show results (3 days)
5 / TS5: Add more than two numbers(2 days)
TS6: Coin recognition, find totals of two or more coins(3 days) / TS6: Money and solving problems (including investigations, e.g. what coins can be used to make up £1)(5 days)
6 / TS7: Order and compare 2-digit numbers, say a number ‘in between’. (2 days)
TS8: Adding and subtracting, partitioning seven, eight and ten (3 days) / TS7: Count in 2s, 5s and 10s, spotting patterns (2 days)
TS8: Use pairs to ten and place value to add/subtract single-digit numbers(3 days)
HALF TERM
7 / TS9: Learning how to bridge ten, using a beaded number line(4 days)
TS_S4: Shape – position and direction (1 day) / TS8: Use pairs to ten and place value to add/subtract single-digit numbers(1 day)
TS9: Sort calculations as to whether number facts or place value can be used to help (3 days)
TS_S4: Shape – position and direction (1 day)
8 / TS_S4: Shape: Visualise and name common 2-d shapes, describe their features, use them to make patterns, pictures and models (3 days)
TS_D4: Data – use tables and lists and relate to categorising shapes (2 days) / TS_S4: Shape: 2-d shape(3 days)
TS_D4: Data – use lists, tables and diagrams to sort objects (relate to categorising shapes) and explain choices (2 days)
9 / TS10: Find a small difference in length
(3 days)
TS_S5: Shape: Symmetry (2 days) / TS10: Find a difference using pairs to ten and also place value(3 days)
TS_S5: Shape: Symmetry (2 days)
10 / TS_M4: Time – days of the week and months (2 days)
TS11: Count in twos and tens(3 days) / TS_M4: Time – Use units of time (seconds, minutes, hours, days) and know the relationships between them (2 days)
TS11: Multiplication and division (3 days)
11 / TS12: Halves, doubles and quarters
(2 days)
TS_M5: Time: Recognise o’clock times (3 days) / TS12: Halves, doubles and quarters
(2 days)
TS_M5: Time: Read the time to the quarter of an hour; identify time intervals, including those that cross the hour (3 days)
12 / Assess and Review / Assess and review

Y2 Links to Renewed Framework Objectives

2006 Renewed Framework Objectives / Hamilton Maths Objectives
Using and applying mathematics
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence / Sort calculations as to whether number facts or place value can be used to help and identify the useful number fact
Understand subtraction as both difference and take away
Understand multiplication as repeated addition
Understand grouping as one model of division
Understand that division can leave some left over
Find totals up to 50p using two or more coins
Work out what coins can be used to pay an amount up to £1
Use complements to multiples of ten to find change up to 50p (50p – 38p as 38p + 2p + 10p so change = 12p)
Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem / Imagine what action would be needed to solve a word problem and decide what calculation is necessary (addition or subtraction, multiplication or division)
Recognise the use of a symbol such as ■ to represent an unknown
Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams
Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples / Investigate a general statement about familiar numbers by finding examples which satisfy it
Find, describe and continue patterns
Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences / Solve logic problems, with properties of number ‘guess my number’, and ‘True/False’ questions:
Find all possibilities by making an ordered list
Counting and understanding number
Read and write two- and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers / Use knowledge of order of numbers and properties of number (e.g. odd/even, multiples of 2 and 10) to describe/sort numbers
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of ten and one / Use grouping in 2s, 5s or 10s to count larger groups of objects
Use place value to add and subtract e.g. 30 + 4, 53 – 3)
Order two-digit numbers and position them on a number line; use the greater than (>), less than (<) signs / Mark two-digit numbers on a beaded line, then on a landmarked line (labelled in tens)
Say a number between any given neighbouring pairs of multiples of ten (e.g. 40 and 50)
Compare numbers using the symbols < and >
Recognise and use ordinal numbers up to 10th and beyond
Estimate a number of objects and round two-digit numbers to the nearest 10 / Round two-digit numbers to nearest multiple of ten
Find one half, one quarter and three quarters of shapes and sets of objects / Find halves and quarters of shapes and numbers by folding strips
Knowing and using number facts
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 / Find and learn all pairs for all numbers up to 10,
Partition all numbers to 20 into pairs, record the related addition sentences and find the corresponding subtraction facts
Find all pairs with a total of 20 and record the corresponding addition and subtraction facts
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves / Find doubles up to double 15
Find doubles of multiples of 5 up to double 50 and corresponding halves
Identify near doubles using doubles already known (e.g. 40 + 41)
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 / Count on in tens from single and two-digit numbers and back again
Count in 2s from any number to 100
Count in 5s from any number to 100
Recognise multiples of 2, 5 and 10
Learn multiplication facts for the 2 and 10 times tables
Learn multiplication facts for the 5 times table
Use knowledge of number facts and operations to estimate and check answers to calculations / Use pairs to ten to find the complement to the next multiple of ten
Use place value to add and subtract (e.g. 30 + 4, 53 – 3)
Find totals up to 50p using two or more coins
Work out what coins can be used to pay an amount up to £1
Use complements to multiples of ten to find change up to 50p(50p – 38p as 38p + 2p + 10p so change = 12p)
Sort calculations as to whether number facts or place value can be used to help
Calculating
Add or subtract mentally a single-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers / Relate counting on/back in tens to finding 10 more/less
Relate counting on/back in tens to finding 20/30/40/50 more/less
Add/subtract 11, 12, 13, 21, 22, 23 by adding/ subtracting 10/20 first
Add/subtract a single digit to/from a two- digit number by bridging multiples of ten using knowledge of pairs to ten and place value
Understand that subtraction is the inverse of addition and vice versa and use this to derive and record related addition and subtraction number sentences / Understand difference as one model of subtraction
Find a difference using pairs to ten and place value (e.g. 22 – 17 and 32 – 27)
Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculationswith remainders / Understand multiplication as repeated addition
Understand grouping as one model of division
Use multiplication and division sentences to describe an array and repeated hops on a number line
Understand that division can leave some left over
Use the symbols +, –, ×, ÷ and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence, e.g. 30–=24, ÷2=6 / Recognise the use of a symbol to represent an unknown quantity
introduce × and ÷ signs