NNS-style examples

# 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.

Supporting documents for set
• Week
• Title
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Ordering numbers

Comparing and ordering two-digit numbers and solving problems. 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.

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Rounding numbers

Round two-digit numbers to the nearest multiple of ten.

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Pairs to 10 and 20

Pairs for all numbers up to 10, and 20, solving word problems. Find all pairs with a total of 20 and record the corresponding addition and subtraction facts. Recognise the use of a symbol to represent an unknown. Imagine what action would be needed to solve a word problem and decide what calculation is necessary (addition or subtraction).

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Count on or back in tens

Count on/back in tens from any number, find 10, 20, 30, 40, 50 more/less. Relate counting on/back in tens to finding 20/30/40/50 more/less. Recognise the use of a symbol to represent an unknown.

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

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Money: problems

Money and solving problems (including investigations, e.g. what coins can be used to make up £1). Find totals up to 50p using two or more coins. Use complements to multiples of ten to find change up to 50p. Find all possibilities by making an ordered list.

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Count on 2, 5 or 10

Count in twos, fives and tens, spotting patterns 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 twos, fives or tens to count larger groups of objects. Find, describe and continue patterns. Understand multiplication as repeated addition

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Pairs to 10

Use pairs to ten and place value to add/subtract single-digit numbers. Use pairs to ten to find the complement to the next multiple of ten. Use place value to add and subtract (for example 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 and place value

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Sorting calculations

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

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Mental subtraction

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

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Multiplication and division

Multiplication and division. Use multiplication and division sentences to describe an array and repeated hops on a number line.

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Fractions

Halves, doubles and quarters. 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)