ANY BOOKLISTS HERE ARE FOR THE OLDER WEEKLY PLANS – they are NOT for the new Flexible Blocks which have their own booklists accessible here: https://www.hamilton-trust.org.uk/blog/flexible-blocks-booklists/
Flexible Blocks
Maths: Hamilton's short maths blocks have all the benefits of our weekly plans. They also provide support and resources that were simply not possible when we produced the weekly plans. Find out about the advantages of short blocks.
Problem-solving Investigations - Year 1/2
Hamilton provide weekly Mixed Year 1/2 maths problem-solving investigations (below). These mixed-age investigations below will be phased out when we phase out our mixed age weekly maths plans. Year 1/2 short maths blocks will be coming during Summer Term for September 2019 and will include investigations for every unit. Find out more about the timetable for Hamilton's Y1/2 maths blocks, including investigations.
- Week
- Title
- Download
Fill the box (Y1): Children fill a matchbox with items and count them accurately. Dancing digits (Y2): Children use place value addition and subtraction to write chains which 'swap' the 10s and 1s digits.
Children find the total number of spots on two dice in a game context, and consider why some totals come up more frequently than others.
Children find a collection of items which in total measure exactly one metre in length.
Year 1: Children find dominoes where one side has one more spot than the other, and then where one side has two more spots than the other. Year 2 Children make 2-digit numbers using dominoes and find which complements to the next 10 are possible.
Tricky tracks (Y1): Children use reasoning and logic to play ahead in playing a game on a 1-20 track. Guess the starter (Y2): Children use their knowledge of inverse operations to work out the 'starter' numbers round multiplication grids.
Sock doubles (Y1): Children double numbers 1 to 5 as part of a game, and find which answers from 1 to 10 are possible. Digit sums (Y2): Children find the sum of the digits in a sequence of numbers and compare the pattern found to that identified in the digit sums of the doubles.
Children make a sequence of coloured shapes, changing one attribute at a time so that the sequence can end where it started, forming a circular sequence.
Year 1: Children take turns to subtract 1 or 2 from numbers up to 10. Year 2: Children take turns to subtract 1, 2 or 3 from a two-digit number greater than 20. They use strategies to help them win the game by reaching zero first.
Children make loops of dominoes such that meeting ends have a given total number of spots.
Children find pairs of dominoes such that the total number of spots is 10, 12 or 20.