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# Maths Year 2 Summer Number

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 added value for Hamilton Friends and School Subscribers.

## Unit 1 2- & 3-digit numbers on line; round to 10 (suggested as 3 days)

### Objectives

Placing 2-digit and 3-digit numbers on a line; rounding to nearest 10
Unit 3: ID# 2887

National Curriculum
PV (iii) (iv) (v) (vi)

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.
5. Read and write numbers in numerals; (make recognisable attempts to write in words).
6. Use place value and number facts to solve problems.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Draw a line from 0–100 with only 0 and 100 land no other marks. Where can we mark 47? Discuss how it is helpful to mark 50. Then discuss how to place other numbers and agree that marking all multiples of 10 is helpful to locate other numbers. Then play ‘guess my number’ with two children forming the ends of the 0–100 line.
Group Activities
-- Sketch number lines; estimate the position of 2-digit numbers between 0 and 100 as accurately as possible.
-- Estimate the value of mystery numbers on a 0–100 sketched line by considering nearby 10s.

Day 2 Teaching
Display 0–10 number line (see resources), point to 3 and ask: Is this closer to 0 or 10? Repeat for other numbers. Explain that we call this ‘rounding to nearest ten’. Spend time talking about 5, explaining that, although it is in the middle, we always round up to the 10 above. Repeat for numbers between 30 and 40, to include 35.
Group Activities
Use the in-depth problem-solving investigation ‘Which scripts?’ from NRICH as today’s group activity.
Or, use these activities:
-- Mark 2-digit numbers on a line; round to nearest 10. Create a poster to explain rounding.
-- Play ‘Rounding Pelmanism’.

Day 3 Teaching
Show a 101–200 square (see resources). Count from 101 to 200, pointing at the numbers and noting they follow the same patterns as 1 to 100. Show a 0–100 beaded line. How could we change this 0–100 beaded line to be a 100–200 beaded line? Amend 0 to 100, 100 to 200. What should we change 10 to? And 20? etc. Count in 10s from 100 to 200. Mark on various 3-digit numbers to 200.
Group Activities
-- Order 3-digit numbers between 100 and 200; locate on a beaded or landmarked line.
-- Place 3-digit numbers on a landmarked line.

### You Will Need

• Mini-whiteboards and pens
• 1–9 digit cards
• A4 book with 1cm squared paper
• ‘0–100 landmarked line’ (see resources)
• ‘0–10 landmarked line’ (see resources)
• ‘30–40 landmarked line’ (see resources)
• 1–9 dice
• Additional activity sheets (see resources)
• Sticky notes
• ITP: Number Grid

### Mental/Oral Maths Starters

Day 1
Mark 2-digit numbers on a landmarked line (pre-requisite skills)

Day 2
Round 2-digit numbers to the nearest 10 (pre-requisite skills)

Suggested for Day 3
Recognise multiples of 2 and 5 (simmering skills)

### Procedural Fluency

Day 1
Identify numbers indicated by arrows on a 0-100 beaded or landmarked line. Mark given numbers on the line.

Day 2
Round 2-digit numbers to the nearest 10.

Day 3
Identify numbers indicated by arrows on a 100-200 beaded or landmarked line. Mark given numbers on the line.

### Mastery: Reasoning and Problem-Solving

• Rewrite these numbers in order, smallest to largest.
93
121
39
189
200
75
175
• Fill in the missing numbers in these portions of the 101–200 grid: Diagram 1
 153 154

Diagram 2

 174
• Round each of these numbers to the nearest 10:
71, 89, 124, 95, 147, 185

In-depth Investigation: Which Scripts?
There are six numbers written in five different scripts. Can children sort out which is which? Which Scripts? from nrich.maths.org.

### Extra Support

Placing numbers on a 0–100 landmarked line

## Unit 2 Place value in 3-digit numbers (suggested as 2 days)

### Objectives

Beginning to understand place value in 3-digit numbers
Unit 4: ID# 2897

National Curriculum
PV (ii) (iii) (vi)

Hamilton Objectives
3. Identify any number on 1-100 grid; understand that each is a multiple of 10 and some ones. Extend to 3-digit numbers.
6. Use place value and number facts to solve problems, e.g. 60 - ☐ = 20.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show children your large 100s, 10s and 1s place value cards. Hold up 100, 20 and 4, then combine them to make 124. Give each pair a set of small place value cards. They order the 100s, 100 to 900. Count along in 100s together. Lay out the tens and ones cards in order. Find 100, 30 and 5 to make the number 135. Make other 3-digit numbers, recording place value additions, i.e. 400 + 20 + 7 = 427. Use the Place value ITP to show how different 3-digit numbers are made.
Group Activities
Use the in-depth problem-solving investigation ‘Sixteen rocks’ as today’s group activity.
Or, use this activity:
-- Make a 3-digit number and write the corresponding place value addition. Create and solve place value additions with missing numbers.

Day 2 Teaching
Addition: Give children place value cards: hundreds, tens and ones. They make and say different 3-digit numbers. Model how to write each one as a place value addition: e.g. 123 = 100 + 20 + 3. Use these cards to write other additions, e.g. 120 + 3 = 123, 100 + 23 = 123, 103 + 20 = 123.
Children work with a partner to make 345, then write as many additions as they can that use these cards.
Subtraction: Make and display the number 342. How could we ‘zap’ the digit 4 to leave a zero in its place: 302. Would there be a zero if we subtracted 4? Why not? Make the number with your cards and try out some ideas. Record 342 – 40 = 302. The 4 is in the 10s place, so to ‘zap’ the 4, we need to subtract 4 tens: 40. How could we get the 4 digit back again? Agree that you must add 40. Record 302 + 40 = 342. Repeat to ‘zap’ the 2, recording 342 – 2 = 340.
Group Activities
-- ‘Zap’ digits in a 3-digit number by subtracting amounts with the appropriate place value.
-- Complete missing numbers in place value additions and subtractions.

### You Will Need

• Large place value cards
• Sets of small place value cards
• ITP: Place value
• Mini-whiteboards and pens
• ‘Place value addition’ (see resources)
• Calculators

### Mental/Oral Maths Starters

Day 1
Place value (pre-requisite skills)

Day 2
Compare numbers between 100 and 200 (pre-requisite skills)

### Procedural Fluency

Day 1
Partition and recombine 3-digit numbers to complete place value additions.

Day 2
Complete number sentences for place value additions and subtractions.

### Mastery: Reasoning and Problem-Solving

• Write the missing numbers:
400 + ☐ + 5 = 475
☐ + 40 + ☐ = 646
200 + ☐ + ☐ = 202
964 – ☐ = 904
731 – ☐ = 31
• Add 10 to each number.
452
200
673
101
395
• Roll a 1–9 dice three times to create three different digits, e.g. 2, 1, 6. What is the largest 3-digit number you can create? And the smallest? How many other numbers are there in between? List them all in order, smallest to biggest.

In-depth Investigation: Sixteen Rocks
Children arrange place value cards to make 3-digit numbers and then add the digits. They look at patterns.

### Extra Support

10s Neighbours
Saying a number between neighbouring multiples of 10, e.g. between 40 and 50.