Maths Year 2 Summer Revision

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.

• 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)

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)

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.

• 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?

Mystery Numbers
Finding missing numbers in number bond sentences

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

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.

• '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

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)

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.

• 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?

This unit has no separate Extra Support activities.