Maths Year 2 Autumn Shape and Data

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 Left, right, clockwise, anti-clockwise turns (suggested as 2 days)

Objectives

Understand left, right, clockwise and anti-clockwise as turns
Unit 1: ID# 2621

National Curriculum
P&D (ii)

Hamilton Objectives
37. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line.
38. Distinguish between rotation as a turn and in terms of right angles for quarter, half & three-quarter turns (clockwise & anti-clockwise).

Teaching and Group Activities for Understanding

Day 1 Teaching
Display the resource sheet showing shelves of objects. Ask questions using language of position and direction, like: What object is on a shelf below the car, and left of the dinosaur?
Then give instructions using ‘left’ and ‘right’ and numbers of steps to enable a child to get to the door.
Group Activities
-- Program a floor robot with directional instructions to reach a specified destination.
-- Give directional instructions for someone to follow to a specified end destination.

Day 2 Teaching
Ask children to pretend that they are standing in the middle of a huge clock. Instruct them to turn the same way that the clock hands turn. This is clockwise. Demonstrate ¼ and ½ turns. Also model turning anti-clockwise.
Group Activities
Use the in-depth problem-solving investigation ‘Cover the Camel’ from NRICH as today’s group activity.
Or, use these activities:
-- Describe the number and direction of quarter turns on a journey through a maze.
-- Make and describe whole, half and quarter turns and their directions, using a floor robot.

You Will Need

  • Range of objects or ‘Positional language’ sheet (see resources)
  • Blindfold
  • Floor robots such as Roamer
  • Number cards for 3, 6, 9 & 12
  • ‘How many quarter turns?’ and ‘Help the robot to get home’ sheets (see resources)
  • Large blocks, Lego & Lego people
  • Large clock face on paper
  • Class set of floor robots such as ‘Bee Bots’

Mental/Oral Maths Starters

Day 1
Left and right (pre-requisite skills)

Day 2
Follow directions (pre-requisite skills)

Procedural Fluency

Day 1
Help the robot to get home using directional language.

Day 2
Describe a route on a map using 1/4, 1/2 and whole turns.

Mastery: Reasoning and Problem-Solving

  • Draw a shelf. In the middle of the shelf, draw a ball. To the left of the ball, draw a teddy. To the right of the ball, draw a car.
  • Look at a clock face.
    Both hands are pointing straight up at the 12.
    The big hand moves a quarter turn clockwise. Draw the new position of the hands.
    From this position, the hour hand moves 2 quarter turns clockwise. Draw the new position of the hands.
  • Would it have been the same if the hour hand had moved two quarter turns anti-clockwise?


In-depth Investigation: Cover the Camel
Can you cover the camel by rotating puzzle pieces a ¼ turn at a time? Cover the Camel from nrich.maths.org.

Extra Support

Odd One Out
Identifying regular and irregular 2-D shapes in different orientations

Unit 2 Draw and describe 2-D shapes & polygons (suggested as 3 days)

Objectives

Draw and describe 2-D shapes and polygons
Unit 2: ID# 2633

National Curriculum
PofS (i)

Hamilton Objectives
33. Identify/describe common 2-D shapes, referring to properties including on the surface of 3-D shapes; compare/sort 2-D shapes.
34. Recognise symmetry in a vertical line.

Teaching and Group Activities for Understanding

Day 1 Teaching
Draw a range of different pentagons, hexagons and octagons on the IWB, making sure that you include irregular shapes. Draw out what is the same and different. Count numbers of sides. Look at whether shapes are symmetrical or not.
Group Activities
-- Sort shapes into hexagons, pentagons and octagons.
-- Make a variety of shapes using skipping ropes.

Day 2 Teaching
Hide a right-angled triangle behind a ‘wall’ (side of a box) so that the right angle appears first. Ask children to say what shape it might be. Discuss and reveal more. Finally reveal shape. Repeat with other 2-D shapes, drawing out properties from children.
Group Activities
-- Draw a range of different looking pentagons, hexagons and octagons.
-- Draw shapes with 5, 6 or 8 sides.

Day 3 Teaching
Ask children to imagine 2 squares drawn next to each other. Ask them to draw this. Identify the rectangle. Add another square. This could be another rectangle or could be a hexagon. Add more squares to create different polygons.
Group Activities
Use the ‘Cut and Paste’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Put squares, rectangles and triangles together to make new shapes.
-- Describe 2-D shapes in a feely bag through the number of sides and right angles they have.

You Will Need

  • ‘Match the shapes to the right set’ sheet (see resources)
  • Set of 2-D shapes for each group of 5, e.g. square, rectangle, circle, triangle and oval
  • 16+ skipping ropes
  • Range of large 2-D shapes: regular & irregular
  • A cardboard box & feely bag
  • Dotty paper (see day 2 Practice sheet 1)
  • Geoboards & elastic bands
  • Dice with 5,5,6,6,8,8 on the faces
  • Shapely Lines’ activity from nrich.maths.org

Mental/Oral Maths Starters

Day 1
2-D shape (pre-requisite skills)

Day 2
Recognise 2-D shapes (pre-requisite skills)

Suggested for Day 3
Pattern (simmering skills)

Procedural Fluency

Day 1
Identify shapes. Use colour to sort them into pentagons, hexagons and octagons.

Day 2
Draw different pentagons, hexagons and octagons.

Day 3
Create clues to identify shapes using descriptions of their properties.

Mastery: Reasoning and Problem-Solving

  • Draw 3 differently-shaped irregular hexagons. Draw another that has one line of symmetry.
  • True or false?
    All hexagons have straight sides.
    A pentagon is always house-shaped.
    Any shape with 4 sides and 4 right angles is a type of rectangle.
    A hexagon could have 4 right angles.

In-depth Investigation: Cut and Paste
Children use Escher’s method of creating tessellations from rectangles and regular triangles or hexagons. Using the language of 2-D shape and symmetry they describe the patterns created.

Extra Support

Jig Shapes
Describe the shapes from a card so the rest of the group can work out what it is. Jig Shapes from nrich.maths.org

Unit 3 Sort shapes: Venn and Carroll diagrams (suggested as 2 days)

Objectives

Sort shapes according to two overlapping criteria using Venn and Carroll diagrams
Unit 3: ID# 2647

National Curriculum
PofS (i) (iv)

Hamilton Objectives
33. Identify/describe common 2-D shapes, referring to properties; compare/sort 2-D shapes.
34. Recognise symmetry in a vertical line.

Teaching and Group Activities for Understanding

Day 1 Teaching
Place 2 hoops on the floor, 1 labelled ‘straight lines’ and the other ‘curved lines’. We’re going to use these 2 sets to sort capital letters. Ask children to look at different letters and decide which set to place them in. Discuss what happens if a shape has both straight and curved lines. Overlap the hoops to create an intersection.

Group Activities
-- Sort the letters of a name into a Venn diagram using straight lines and curved lines for set headings.
-- Sort shapes into Venn diagrams according to differing properties.

Day 2 Teaching
Ask each child to draw a 4-sided shape on their whiteboards. Write 2 labels: ‘squares’; ‘not squares’ and place these on the floor. Children sort their shapes.
Then write 2 labels: ‘all sides the same length’ and ‘sides not all the same length’. Now sort the shapes on the Carroll diagram. Repeat, using different shape properties to sort.
Group Activities
Use the in-depth problem-solving investigation ‘Carroll Diagrams’ from NRICH as today’s group activity.
Or, use these activities:
-- Sort regular and irregular shapes into Carroll diagrams.
-- Suggest criteria for sorting an assortment of buttons into Carroll diagrams.

You Will Need

  • 2 hoops
  • Cards to write on
  • 2-D shapes: square, rectangle, different triangles, circle, pentagon, hexagon and octagon
  • A3 paper
  • Mini-whiteboards and pens
  • Regular and irregular 2-D shapes, paper
  • Set of mixed buttons (including different shapes)

Mental/Oral Maths Starters

Day 1
Sorting coins (pre-requisite skills)

Suggested for Day 2
Properties of shapes (simmering skills)

Procedural Fluency

Day 1
Sorting numerals into a Venn diagram according to symmetry and straight or curved lines.

Day 2
Sorting shapes into a Carroll diagram.
Create your own Carroll diagram.

Procedural Fluency

  • Sort the names of your friends and family into this Carroll diagram. Make sure you have at least 2 in each category.
More than 5 letters5 or less letters
Starts with a vowel
Starts with a consonant
  • Draw a Venn diagram with two overlapping sets. Label one set: more than 4 sides and label the other set: has at least one right angle. Draw at least two shapes in each space on your diagram, including outside both sets.

In-depth investigation: Carroll Diagrams
Use on-screen ‘interactivities’ to fill in Carroll diagrams. Carroll Diagrams from nrich.maths.org.

Extra Support

What Shape and Colour?
Support children beginning to use and interpret two-way tables. What Shape and Colour? from nrich.maths.org.

Unit 4 Tally charts, block graphs and pictograms (suggested as 2 days)

Objectives

Interpret block graphs and pictograms and draw both using tally charts to help
Unit 4: ID# 2657

National Curriculum
Stats (i) (ii) (iii)
PofS (i) (iv)

Hamilton Objectives
32. Construct simple tables, pictograms, tally charts, block diagrams where unit scale is labelled in 1s or multiples of 2; interpret, ask & answer appropriate questions.
33. Identify/describe common 2-D shapes, referring to properties; compare/sort 2-D shapes.
34. Recognise symmetry in a vertical line.

Teaching and Group Activities for Understanding

Day 1 Teaching
Display a picture of lots of different 2-D shapes. Discuss with children how we can identify and categorise these shapes and then represent how many there are of each type in a Block Graph. Demonstrate how to count the shapes and create a tally chart. Then model drawing the block graph.
Group Activities
Use the in-depth problem-solving investigation Sticky Data’ from NRICH as today’s group activity.
Or, use these activities:
-- Draw a block graph to show numbers of different types of 2-D shape.
-- Make statements about the data in a series of block graphs.

Day 2 Teaching
Show a picture of different capital letters. Discuss how we can identify different lines of symmetry in these. Come up with 4 categories. Create a tally chart to count the letters in each type and then model drawing a pictogram to represent this information.
Group Activities
-- Conduct a survey and create a pictogram for the data.
-- Use the data presented in a pictogram to create labels and a title, then make statements about the data.

You Will Need

  • ‘2-D shapes’ sheet (see resources)
  • Selection of 2-D shapes square, rectangle, different triangles, circle, pentagon, hexagon and octagon
  • Square pieces of paper
  • ‘Block graphs’ sheet (see resources)
  • ‘Capital letters’ sheets (see resources)
  • Additional activity sheets (see resources)
  • Biscuits/cut-outs & Blu-tack

Mental/Oral Maths Starters

Suggested for Day 1
Know number bonds to 10 (simmering skills)

Suggested for Day 2
Know number bonds to 10 (simmering skills)

Mastery: Reasoning and Problem-Solving

  • Draw a block graph to show the numbers of vowels (A, E, I, O, U) in this sentence.
    The quick brown fox easily jumped over the lazy dogs.

5
4
3
2
1
AEIOU
  • This pictogram was drawn to represent the number of different colours of Smarties in a big tube (see download):
    a) How many orange Smarties are there?
    b) How many blue Smarties are there?
    c) How many more brown than pink Smarties are there?
    d) What is the difference between the numbers of green and red Smarties?
    e) How many Smarties are in the tube?

In-depth investigation: Sticky Data
Use sticky notes to create a block graph to represent your own enquiry. Sticky Data from nrich.maths.org.

Extra Support

Ladybird Count
Support children beginning to use tally marks to record numbers to 10. Ladybird Count from nrich.maths.org.

Unit 5 3-D shapes; identify edges, faces, corners (suggested as 3 days)

Objectives

Identify and describe 3-D shapes; identify edges, faces and corners
Unit 5: ID# 2663

National Curriculum
PofS (ii) (iii) (iv)

Hamilton Objectives
35. Identify/describe common 3-D shapes, referring to number of edges, vertices, faces (curved and flat); compare/sort 3-D shapes.
33. Identify/describe common 2-D shapes, referring to properties, including on the surface of 3-D shapes.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children 3-D shapes including a cone, cylinder, sphere, cube, cuboids of different proportions and a square-based pyramid. Label 2 hoops ‘flat faces’ and ‘curved faces’ and sort the objects into these two sets, recognising that we need the hoops to overlap for the cylinder. Identify and discuss different faces on the shapes.
Group Activities
-- Sort 3-D shapes according to properties.
-- Play 3-D shape bingo.

Day 2 Teaching
Hold up a large cuboid and ask how many faces it has. Repeat to count faces on a square based pyramid and on a cylinder. Count the number of corners on a selection of shapes. Point out that where 2 faces meet, we have an edge. Look for edges on different shapes.
Group Activities
-- Find the number of faces and corners on 3-D shapes.
-- Create 3-D shapes from shape construction kits.

Day 3 Teaching
With children in a circle, put a collection of shapes (cone, cylinder, sphere, cube, cuboid and a pyramid) in the centre of the circle. Ask children to close their eyes whilst you put a shape in a feely bag. Describe it using properties. Repeat for different shapes.
Group Activities
Use the in-depth problem-solving investigation ‘Skeleton Shapes’ from NRICH as today’s group activity.
Or, use these activities:
-- Create 3-D shapes from shape construction kits.
-- Play ‘guess my shape’, offering detailed descriptions of a range of 3-D shapes.

You Will Need

  • 3-D shapes & 2 hoops
  • Packaging/objects including a cone, cylinder, sphere, cube, cuboids & a square-based pyramid
  • ‘2-D pictures of 3-D shapes’ sheet (see resources)
  • Photos of objects & shape building construction kits
  • Bingo boards & description cards (see resources)
  • Cubes to cover the board
  • ‘Faces and corners’ & ‘Faces’ recording sheets (see resources)
  • Feely bag, 3-D shapes & A3 paper
  • Large cuboid & counters

Mental/Oral Maths Starters

Suggested for Day 1
Count in halves and quarters (simmering skills)

Suggested for Day 2
Find 1/2, 1/4 and 3/4 of amounts (simmering skills)

Suggested for Day 3
Count in halves and quarters (simmering skills)

Procedural Fluency

Day 1
Match names to 3-D shapes and add in additional properties.

Day 2
Complete a table showing 3-D shape properties.

Day 3
Create clues that describe a given 3-D shape.

Mastery: Reasoning and Problem-Solving

  • What shape am I?
    I have 8 edges all the same length, and 6 identical faces.
    I have 1 curved face, 2 flat faces and 2 edges.
    I have 5 flat faces and 5 corners.
  • Which of these nets (see download) will fold into a cube?
  • Say or write one property of each shape, e.g. ‘Has 2 flat faces’. You may not write the same property twice!
    Cube
    Cylinder
    Cuboid
    Pyramid

In-depth Investigation: Skeleton Shapes
How many balls of modelling clay and how many straws does it take to make these skeleton shapes? Skeleton Shapes from nrich.maths.org.

Extra Support

Smiley Faces
Naming and counting faces of 3D shapes