Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom.
Maths NNS-style Examples - Year 2
Anita Straker has provided a supplement of examples for Hamilton like the original National Numeracy Strategy (NNS) version. This shows the progression round a particular element of teaching content – enabling teachers to differentiate & to understand the mathematical progression.
Counting to 100 in ones and tens from any number (include estimating), locating two-digit numbers on a beaded line (labelled in tens), then landmarked line. Recite numbers to 100. Count up to 100 objects (beads on a bead bar). Count on in tens from single and two-digit numbers and back again. Order numbers to 100, compare two numbers, say which is more or less. Say a number between any given neighbouring pairs of multiples of ten (e.g. 40 and 50). Make a sensible estimate up to 100 objects (e.g. choosing from 10, 20, 50 or 100)
Place value, and related number sentences (26 = 20 + 6, 26 – 6 = 20 etc). Show two-digit numbers on a bead string and write corresponding addition (for example 26 = 20 + 6). Partition two-digit numbers into tens and ones. Use place value to add and subtract for example 30 + 4, 53 – 3)
Pairs for all numbers up to 10, and to make 20, state the subtraction to go with an addition. Partition all numbers to 10, then 20 into pairs, record the related addition sentences and find the corresponding subtraction facts. Use the = sign to represent equality (e.g. 6 + 4 = 7 + 3). Recognise the use of a symbol to represent an unknown.
Count on/back in tens from any number, find 10 more/less. Count on in tens from any single-digit number then any number, and back again. Relate counting on/back in tens to finding 10 more/less
Add/subtract 10/20, 9, 11. Relate counting on/back in tens to finding 20 more/less. Find 9/11 more or less by finding 10 more/less and understanding whether to add/subtract 1
Money and solving problems (including investigations, e.g. how many ways can we make 16p). Recognise all coins. Find totals up to 20p (including adding more than two amounts using number facts to help). Find change from 20p. Find all possibilities by making an ordered list.
Count in twos and tens, look at patterns (tracks and 100 square). Find, describe and continue patterns. Understand multiplication as repeated addition. Recognise multiples of 2 and 10. Investigate a general statement about familiar numbers by finding examples which satisfy it
Use pairs to ten to find the complement to the next multiple of ten (27 + ? = 30, difference between 27 and 30).
Sort calculations according to whether they are known facts or need to be worked out. Use facts to add more than two small numbers, by spotting pairs to ten/doubles.
Find a difference using number facts to help, using subtraction sign to record (e.g. 17 – 15, change: 20p – 17p) – link to comparing bead strings, rows of pennies, record hops on beaded line. Understand difference as one model of subtraction.
Link arrays and hops, facts 2, 10, introduce division as grouping. 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 learn multiplication facts for the 2 and 10 times tables