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# Maths Year 2 Summer Number, Fractions, Money

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are available to friends and School Subscribers. These bulk downloads are added value for Hamilton Friends and School Subscribers.

## Unit 1 Count 2s, 3s, 5s, 10s; multiples of 2, 5, 10 (suggested as 2 days)

### Objectives

Count in 2s, 3s, 5s and 10s; recognise multiples of 2, 5 and 10
Unit 1: #ID 2711

National Curriculum
Num/PV (ii) (iii) (iv) (v)

Hamilton Objectives
1. Count from 0 in steps of 2, 3, 5 and 10.
2. Count on and back in 10s from any number.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Count in 2s to 50, marking the 2s on Number Grid ITP. Mark 2s from 52 to 100 using the (stripes) pattern. Repeat to count in 5s; spot the pattern. Note multiples of 2 and 5 (10s). Count on in 3s, noting which numbers which are also multiples of 2 (6x table) and 5 (15, 30, 45). Which is a multiple of 2, 3 and 5? (30)
Group activities
-- Practise counting in 2s, 3s, 5s and 10s using an online activity.
-- Spot multiples of 2s, 3s, 5s or 10s by playing ‘waving multiples’.

Day 2 Teaching
Use ITP Number Grid to highlight the count in 3s. We are counting on in 3s, adding 3 each time, so 3 + 3 is 6, 6 + 3 is 9, 9 + 3 is 12. These are multiples of 3. Note the pattern. Add the digits of each multiple of 3 in turn and show that these always add to 3 or 6 or 9 – our mathematical test to check if any number is a multiple of 3: finding the digit sum of the number. Try this for some big numbers, e.g. 123, 412, 339 and 450.
Group activities
Use the ‘Mixed Bags’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Hop in 3s along a beaded line, recording the corresponding multiplication.
-- Roll a dice; ‘collect’ corresponding bunches of 3 bananas. Record the corresponding multiplication.

### You Will Need

• ITP Number grid
• Internet access
• Number lines or grids (1–100 grid see resources)
• 0–30 beaded lines (see resources)
• Mini-whiteboards and pens
• Dice (1–10 and 1–12)

### Mental/Oral Maths Starters

Day 1
Counting in 10s (pre-requisite skills)

Day 2
Counting in 2s (pre-requisite skills)

### Procedural Fluency

Day 1
Sort numbers according to whether they are multiples of 2, 5 or 10/ 2, 3, 5 or 10.

Day 2
Count on or back in multiples of 3.

### Mastery: Reasoning and Problem-Solving

• Write the missing numbers in each sequence:
24, 26, 28, ☐, ☐, ☐
10, ☐, ☐, ☐, 30, 35
36, 33, 30, ☐, ☐, ☐
• Sam counts in 3s.
He starts at 3.
Write the first six numbers he says.
Write the 12th number he says.
What number does he say before he says 51?
• Tariq starts counting in 3s and Amir starts counting in 10s. What is the first number they will both say?

In-depth Investigation: Mixed Bags
Children look for multiples of 2p and 5p, then 3p and 5p with given totals to solve a problem.

### Extra Support

Monster Playground
Counting in 2s.

## Unit 2 Count in fractions; fractions of amounts (suggested as 3 days)

### Objectives

Counting in 1/2s and 1/4s; finding fractions of amounts
Unit 2: ID# 2719

National Curriculum
Fr (i) (iii) (vi)

Hamilton Objectives
22. Count in halves and quarters, recognising fractions as numbers.
23. Begin to recognise the equivalence of 2/4 and 1⁄2 on the number line and in other practical contexts.
24. Understand 1⁄2, 1/4, 1/3, 3/4, 2/3 as fractions of quantities in a practical context; solve problems using shapes, objects, quantities.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Use folded circles (1/2s) and rectangles (1/4s) as a visual aid for counting in fraction steps. Count on in 1/2s to 10; count on in 1/4s to 5. Each child shows the relevant fractions as they count. Remind children that 2/4 is the same as 1/2. Use a TA to model writing halves and quarters on a 0 to 5 number line.
Group activities
-- Write, hide and spot halves and quarters on a number line.
-- Play counting in halves and quarters card game.

Day 2 Teaching
Use 12 bananas (real or use an image) as an amount to model sharing into 1/2, 1/4 and then to find 3/4. Look how the fraction tells us what to do with the amount: 3/4. The 4 tells us to share the whole amount between four; the 3 tells us that we want to know what is in three of those groups. Repeat to share 12 and 18 into thirds.
Group activities
-- Find and record in a table 1/2, 1/3, 1/4 and 3/4 of given numbers.
-- Play ‘Find the fraction’ card game, calculating and collecting fraction amounts.

Day 3 Teaching
Show a recipe. Demonstrate how to find half of each of the amounts to make half the number of cakes. Demonstrate how to find 1/3 of amounts. Then demonstrate to find 1/4 by halving and halving again.
Group activities
Use the in-depth problem-solving investigation ‘Making Longer, Making Shorter’ from NRICH as today’s group activity.
Or, use these activities:
-- Change recipe quantities to make 1/2, 1/3 or 1/4 of the given recipe.
-- Create fridge cake recipes by changing the amount of each ingredient into 1/4s or 1/3s.

### You Will Need

• Paper circles and rectangles for folding activity
• 0–5 Number line: halves (see resources)
• 0–5 Number lines: quarters (see resources)
• Fractions cards set 1 (see resources)
• Counters
• Additional Activity sheets (see resources)
• Ingredients for Rice Crispies Cakes

### Mental/Oral Maths Starters

Day 1
Halves and quarters of shapes (pre-requisite skills)

Day 2
Count in 1/2s and 1/4s (pre-requisite skills)

Suggested for Day 3
Count in 3s (simmering skills)

### Procedural Fluency

Day 1
Fill in the missing numbers, counting in quarters and halves along number lines.

Day 2
Calculate or share to find fractions of given amounts.

Day 3
Work out fractions from strips of objects.

### Mastery: Reasoning and Problem-Solving

• Write the missing numbers in each sequence.
• 2¹/4, 2¹/2, 2³/4, ☐, ☐, ☐
4¹/2, 4¹/4, 4, ☐, ☐, ☐
1/3, 2/3, 1, ☐, ☐, ☐
• Find 1/4 of each quantity:
(a) 24 stickers
(b) 16 pennies
(c) 28 crisps
• True or false?
1/3 of 12p is the same as 1/2 of 8p.
1/3 of 24p is the same as 1/2 of 16p.
1/4 of 28p is the same as 3/4 of 16p.

In-depth Investigation Making Longer, Making Shorter
Make rods using different numbers of interlocking cubes. A practical context to explore simple multiplying and dividing, and to use the vocabulary of halves and quarters. Making Longer, Making Shorter from nrich.maths.org.

### Extra Support

Decorate the Cake
Finding 1/2 and 1/4 of amounts (whole number answers)

## Unit 3 How to find amounts of money (suggested as 2 days)

### Objectives

Understand how to find amounts of money
Unit 3: ID# 2731

National Curriculum
Meas: (iii): (iv)
Num/PV: (vi)

Hamilton Objectives
27. Recognise/use symbols for pounds (£) and pence (p); combine amounts, find different combinations of coins that give the same amount.
28. Solve simple problems in a practical context; add and subtract pence and pounds, including finding and giving change.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Rehearse coin recognition; then show differently priced items. Ask about different ways to pay for an item that costs £1. Pairs then choose another item and discuss which coins could be used to pay for it. Discuss how there may be several different ways to pay, some using fewer coins than others.
Group activities
Use the ‘One pound names’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Make exact amounts up to £1.
-- Make amounts up to £1 in a range of ways.
-- Make exact amounts from £1 to £2.

Day 2 Teaching
Show the sheet of items for sale. Ask children to work in pairs. Ask one child to draw the coins to pay for the small rubber and the other to draw the coins to pay for the blue pencil. Then the pairs combine their drawings to discover the coins needed to pay for both items. Model addition of amounts on a 1-100 grid (Spider and Fly). Repeat with the blue pencil and the red pencil. Model using a coin line to count up to find change from 50p.
Group activities
-- Shop for two stationery items that add up to under 50p, then find change.
-- Add the price of two items for a party bag then calculate change from 50p.

### You Will Need

• Coins
• ‘At the fruit shop’ sheet (see resources)
• Coin cards (see resources)
• ‘Treats’ sheet (see resources)
• Counters
• Additional activity sheets (see resources)

### Mental/Oral Maths Starters

Day 1
Coin recognition (pre-requisite skills)

Day 2
Value of coins and notes (pre-requisite skills)

### Procedural Fluency

Day 1
Find different ways to pay the exact amount for various fruits:
- amounts <50p
- amounts 40p to £2

Day 2
Shopping: add two prices and find change.

### Mastery: Reasoning and Problem-Solving

• Show how you can make 42p in four different ways.
• Make 36p using four different coins.
• Choose two prices and find the total.
34p 25p 13p
• Jo buys one item for 21p and one item for 12p. She pays with a 50p coin. How much change does she get?

In-depth Investigation: One Pound Names
Children add up amounts to find out how much their name is worth! They try to give themselves a new name that is worth exactly a pound.

### Extra Support

Coin Towers
Making amounts using 10p coins and other smaller coins