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 C UNIT 1 (autumn) 2 weeks
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
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
I can decide what information I need to answer a question
I can put information in lists or tables / Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
I can decide what information to collect to answer a question / Handling data (1st arrow)
Can I make and use lists and tables to organise and interpret information to solve a problem?
Can I use data to answer a question?
Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
I know how to collect information
I can use lists and tables to show what I found out / Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart
I can explain what a frequency chart tells me / Handling data (1st arrow)
Can I create and interpret a pictogram where the symbols represent more than one object?
Can I create and interpret bar charts?
Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’
I can sort objects and talk about how I sorted them / Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
I can place objects on a Venn diagram
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can find out if something is longer or shorter than a metre
I can find out if something will hold a litre of water
I can use a balance to compare two things to see which is lighter
I can use a balance to find out if something is lighter or heavier than a kilogram or
half-kilogram / Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy
I can use a ruler or a tape measure to measure a length to the nearest 1¤2cm
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
I can suggest sensible units to measure lengths / Measuring (2nd arrow)
Can I explain what each division means on a numbered or partly numbered line and use this information to read a scale to the nearest division or half-division?
Measuring (1st arrow)
Can I explain the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres?
BLOCK C Unit 2 (spring) 2 weeks
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
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
I can organise information and make lists and tables / Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
I can decide what information to collect to answer a question / Handling data (1st arrow)
Can I make and use lists and tables to organise and interpret information to solve a problem?
Can I use data to answer a question?
Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
I can make block graphs and get information from other people’s graphs / Answer a question by collecting, organising and interpreting data; use tally charts,
frequency tables, pictograms and bar charts to represent results and illustrate
observations; use ICT to create a simple bar chart
I can show information in a pictogram where each picture represents 2 people / Handling data (1st arrow)
Can I create and interpret a pictogram where the symbols represent more than one object?
Can I create and interpret bar charts?
Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’
I can sort objects and use diagrams to show how I sorted them / Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion
I can place objects on a Carroll diagram
Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval
I can find how long a journey took if I know the start and end times / Measuring (3rd arrow)
Can I show on a digital clock a time given to me on an analogue clock, and the other way round? Can I work out how long it is between two times?
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can estimate whether a container holds more or less than a litre
I can estimate whether an object is heavier or lighter than a half- kilogram by
putting a half-kilogram in one hand and the object in the other
I know how long a metre is and I know how long a centimetre is / Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
I know that temperature can be measured in degrees Celsius / Measuring (2nd arrow)
Can I explain the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres?
BLOCK C Unit 3 (summer) 2 weeks
Year 2 / Year 3 / Overcoming barriers sequences
Objectives
Children’s learning outcomes in italic / Objectives
Children’s learning outcomes in italic
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
I can test out an idea by collecting and organising information / Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information
I can decide what information to collect to answer a question
I can choose how to show others what I have found out / Handling data (1st arrow)
Can I make and use lists and tables to organise and interpret information to solve a problem?
Can I use data to answer a question?
Can I create and interpret a pictogram where the symbols represent more than one object?
Can I create and interpret bar charts?
Describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures and diagrams
I can explain how the class used information to solve a problem
Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data
I can use ICT to show results / Answer a question by collecting, organising and interpreting data; use tally charts,
frequency tables, pictograms and bar charts to represent results and illustrate
observations; use ICT to create a simple bar chart
I can show information in a tally chart or bar chart
Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’
I can sort objects in different ways and explain how I sorted them
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments
I can measure length, using a metre tape or a ruler
I can measure in centimetres/metres
I can use a measuring jug to measure a litre of water and to find out how much
water other containers hold
I can measure weight in kilograms and half-kilograms / Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres; choose and use appropriate units to estimate, measure and record measurements
I can choose suitable units to estimate and measure length / Measuring (1st arrow)
Can I explain the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres?
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can read scales marked in 5s and 10s
I can measure and draw lines to the nearest centimetre / Read, to the nearest division and half-division, scales that are numbered or partially
numbered; use the information to measure and draw to a suitable degree of accuracy
I can read a scale to the nearest division or half-division / Measuring (2nd arrow)
Can I explain what each division means on a numbered or partly numbered line and use this information to read a scale to the nearest division or half-division?
Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre
I can use a ruler or metre stick to measure how long something is
I can read numbers on a scale and work out the numbers between them / Read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy
I can read the temperature on a thermometer to the nearest degree / Measuring (2nd arrow)
Can I explain what each division means on a numbered or partly numbered line and use this information to read a scale to the nearest division or half-division?