Maths Year 2 Summer Revision

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.

Unit 1 Revision: addition and subtraction (suggested as 3 days)

Objectives

Revision: addition and subtraction
Unit 1: ID# 2953

National Curriculum
Num/PV (iii), (vi)
Add/Sub (i), (ii), (iii), (v)
Meas (v)

Hamilton Objectives
4. Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs.
6. Use place value and number facts to solve problems, e.g. 60 -□ = 20.
7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15).
11. Count back in 1s or 10s or use number facts to take away, e.g. 27-3 = or 54-20 =.
12.Begin to count up to find a difference between 2 numbers with a small gap, e.g. 42–38.
14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems.
15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images.
28. Solve simple problems in a practical context; add and subtract pence & pounds, including finding and giving change.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children 42 + ☐ = 46. Children discuss in pairs what they think the hidden number might be. Repeat with the box in first position. Hide 10 pegs behind a cloth. Remove 7 pegs so children can see the 7 pegs, then remove the cloth to show how many are left. Write ☐ – 7 = 3. How many pegs do you think were on the coat hanger to begin with? Repeat, hiding either the first or second a number in calculations such as: 60 + 30 = 90, 37 + 40 = 77, 47 – 5 = 42, 84 – 20 = 64.
Group Activities
-- Support children with identifying the mystery numbers.

Day 2 Teaching
Show a 0 to 100 landmarked line. Ask two children up to mark on 72 and 57, and explain how they decided where to mark them. Use Frog to work out 72 – 57. Model drawing own line for Frog. Repeat for other subtractions, e.g. 84 – 65, 64 – 48.
Group Activities
-- Support children in drawing their own lines for Frog.
-- Use digit cards to make 2-digit subtractions – choose which strategy to use to work out the answer.

Day 3 Teaching
Display: Chloe has 7 stickers. Zak has 11 stickers. How many more stickers does Zak have than Chloe? Ask children to read it, and then discuss with a partner. Sketch a line of 7 smiley faces and 11 smiley faces directly underneath. Point to the 4 extra faces. So, this number story is asking us to find the difference between 7 and 11, which is 4! Repeat with other word problems.
Group Activities
-- Support children in understanding the number story before identifying the necessary calculation.

You Will Need

  • Strips of cards with additions and subtractions and card 'sleeve'
  • 10 pegs, a coat hanger and a cloth
  • 'Missing number addition and subtractions' (see resources)
  • Flipchart and pens
  • Sticky notes
  • '0 to 100 landmarked lines' (see resources)
  • Additional activity sheets (see resources)

Mental/Oral Starters

Suggested for Day 1
Add 3 single-digit numbers (simmering skills)

Day 2
Compare 2-digit numbers using > and < (pre-requisite skills)

Day 3
Pairs to 20p (pre-requisite skills)

Procedural Fluency

Day 1
Missing number additions and subtractions, including bar models.

Day 2
Use Frog to find the difference between 2-digit numbers, first on landmarked lines, then drawing own lines.

Day 3
Solve addition and subtraction word problems.

Mastery: Reasoning and Problem-Solving

  • Use four different numbers from this list to complete the number sentences below.
    5, 15, 25, 35, 45, 55
    ☐ + ☐ = 60
    ☐ + ☐ = 60
  • Write the missing number in the box.
    10 + ☐ = 16 + 3
    32 + 6 = 40 - ☐
  • Poppy and Jay count cars. Poppy counts 37 red cars. Jay counts 24 blue cars. How many cars do they count altogether?
  • There are 65 cakes. 15 boys and 29 girls each take a cake. How many cakes are left?
  • Peta buys a cake for 73p and pays with £1. How much change should she get?

Extra Support

Mystery Numbers
Finding missing numbers in number bond sentences

Inbetweenies
Placing numbers on a 0 to 100 beaded line. Comparing 2-digit numbers

Unit 2 Revision: multiplication, fractions, time (suggested as 3 days)

Objectives

Revision: multiplication, fractions, time
Unit 2: ID# 2963

National Curriculum
Mult/Div (i), (ii), (iv)
Fr (i), (ii)
Meas (vii)

Hamilton Objectives
16
. Know 2x, 5x and 10x tables, and related division facts, e.g. saying how many 10s in 40; use x and ÷ signs correctly.
17. Understand equivalence in simple calculations: 3 x 4 = 6 x ☐
19. Write multiplications and divisions, using x, ÷ and = signs; calculate answers.
20. Understand that multiplication can be done in any order (commutative) and division cannot.
21. Solve multiplication/division problems in context, using recall of x /÷ facts, doubling, halving, arrays, ‘clever counting’.
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.
29. Tell/write the time on digital/analogue clocks to ½ past, ¼ past & ¼ to the hour; draw hands on a clock face to show these times.
30. Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes.

Teaching and Group Activities for Understanding

Day 1 Teaching
Write ☐ x 5 = 20 on the board. Agree it is asking us how many 5s are in 20. Write 20 ÷ 5 = ☐ and remind children that this is another way of writing the same question. Write ☐ x ☐ = 10 and ask children what numbers could go in the boxes. Show: Mr Ball has 30 children in his class. They all need new pencils. There are 10 pencils in a box. How many boxes does he need? Discuss and agree that we need to work out how many 10s are in 30. Repeat with another word problem.
Group Activities
-- Test answers in missing number sentences and discuss word problems.

Day 2 Teaching
Write 1/4 of 12 on the board. Sketch a line of 12 circles; demonstrate dividing them in half and then half again. Children find 1/4 of 8 on their whiteboards. Ask children to discuss in pairs how to find 3/4 of 8. Take feedback and agree that we need 3 groups of 2, i.e. 6. Repeat for 1/3 of 12 and 1/4 of 16.
Group Activities
-- Visualise a number story to find a fraction of an amount.

Day 3 Teaching
Use a geared analogue clock to show 1/2 past 3. This time is half way between 3 o’clock and 4 o’clock. Write 2 headings: Before 1/2 past 3 and After 1/2 past 3. Show 10 past 3. Is this time nearer 3 o’clock or 4 o’clock? What is the exact time? Write 10 past 3 under the heading ‘Before 1/2 past 3’. Repeat with other times. Practise drawing clock hands for given times.
Group Activities
-- Sit with different groups to check that they are confident with telling times, particularly those times to the hour. Model counting in 5s to help.

You Will Need

  • 'Multiplication and division' sheet (see resources)
  • Mini-whiteboards and pens
  • 'Find fractions of amounts' sheet (see resources)
  • Geared clock
  • 'Hamilton clock' (see resources)
  • 'Telling the time' sheets (see resources)
  • ITP: Thermometer

Mental/Oral Starters

Day 1
2, 5 and 10 times tables (pre-requisite skills)

Suggested for Day 2
Count up in 1/4s (simmering skills)

Suggested for Day 3
Read temperatures on a thermometer (simmering skills)

Procedural Fluency

Day 1
Multiplication and division facts, including word problems.

Day 2
Find fractions of amounts.

Day 3
Practise telling the time. Draw hands on clocks to show given times.

Mastery: Reasoning and Problem-Solving

  • Use only the numbers 5, 35 and 7 to make a different number sentence each time:
    ☐ x ☐ = 35
    ☐ x ☐ = ☐
    ☐ ÷ ☐ = ☐
  • Ajay has 70p in 10p coins. How many 10p coins does Ajay have?
  • Samar has 30p in 5p coins. How many 5p coins does Samar have?
  • Lucca has 18p in 2p coins. How many 2p coins does Lucca have?
  • Write the missing number to make this correct.
    1/4 of 16 = 1/2 of ☐
  • Demi had some cherries. She ate half of them. She had 11 cherries left. How many cherries did she start with?

Extra Support

This unit has no separate Extra Support activities.