Problem-solving Investigations - Year 2
The problem-solving investigations below match Hamilton’s weekly maths plans. We now also provide Year 2 maths as short blocks. We will eventually be phasing out the plans, as we believe our short blocks offer you all of the same advantages and more, including the integration of the problem-solving investigations into each unit of study. Find out more about the advantages of Hamilton's short blocks.
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 use trial and improvement to find a way of arranging 4 coins on a square so that each row and each column add up to a constant total. They explore diagonal patterns.
Children use trial and improvement to arrange amounts of change from 20p along a star to give constant totals along each star line.
Children work together to first estimate and then find an accurate measurement of the distance around their hand with the fingers ‘fanned out’ or splayed wide.
Children use their knowledge of inverse operations to work out the ‘starter’ numbers round multiplication grids.
Digit sums (1): Children find the sum of the digits in a sequence of numbers and compare the pattern found to that identified in the digits sums of the doubles. Best foot forward (2): Children plot routes across the number grid by adding or subtracting 1 and 10 using arrow cards.
Children take turns to subtract 1, 2 or 3 from a 2-digit number greater than 20. They use strategies to help them win the game by reaching zero first.
Children explore addition patterns in pyramids. They arrange numbers in a pyramid to create the largest and smallest possible totals.
Children use Escher’s method of creating tessellations from rectangles and regular triangles or hexagons. Using the language of 2-D shape and symmetry they describe the patterns created.
Children play a game which requires that they add multiples of ten using their knowledge of number bonds. They then challenge themselves to work out the longest game possible.
Children repeatedly add 9 or 19 to numbers until they get a multiple of 10, and look for patterns. They make and test predictions based on the patterns.