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# Maths Year 2 Autumn Place Value

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 Count to 100, identify number, estimate (suggested as 2 days)

### Objectives

Count to 100, identify number, estimate
Unit 1: ID# 2113

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

Hamilton Objectives
3. Identify any number on 1-100 grid; understand that each is a multiple of 10 and some 1s.
4. Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers.
5. Read and write numbers to at least 100 in numerals; make recognisable attempts to write in words.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Use a 1-100 bead bar to show children how to locate 2-digit numbers by identifying the 10s either side. Children repeat on bead strings. Then demonstrate locating and writing numbers on a beaded number line and a landmarked number line.
Group activities
Use the in-depth problem-solving investigation ‘100 Square Jigsaw’ from NRICH as today’s group activity.
Or, use these activities:
-- Most children roll two 1-10 or 0-9 dice to generate two random 2-digit numbers, which they mark on a beaded line. They compare these pairs of numbers.
-- Some children identify multiples of 10 that a third random number lies between.

Day 2 Teaching
Show a quantity of supermarket vouchers and ask children to estimate within a range and to the nearest 10. Model how to count the vouchers efficiently by grouping in 10s, or 5s for smaller numbers.
Group activities
-- Children use pasta shapes in mugs to estimate quantities, then count efficiently by grouping into 10s.

### You Will Need

• Additional activity sheets (see resources)
• Small sorting hoops or plates
• Identical mugs or cups, a cloth, pasta shapes

### Mental/Oral Maths Starters

Day 1
Count, read and write numbers to 100 (pre-requisite)

Suggested for Day 2
Pairs to 6 (simmering skills)

### Procedural Fluency

Day 1
Compare numbers using the symbols < = >.

Day 2
Estimate a number of drawn objects and check estimation by counting.

### Mastery: Reasoning and Problem-Solving

• Draw a line. Mark the ends 0 and 100. Draw marks for 50, 80 and 20.
• Which numbers are in the wrong place on this line?
87, 88, 90, 91, 89
• Write all the numbers between 20 and 100 that have a 10s digit that is 1 more than the 1s digit, e.g. 21. Convince me you’ve found them all.

In-depth Investigation: 100 Square Jigsaw
Use your knowledge of counting to piece together a jigsaw of the 100 square. 100 Square Jigsaw from nrich.maths.org.

### Extra Support

Locating 2-digit numbers on a bead string; saying which is more

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

### Objectives

Place value in 2-digit numbers
Unit 2: ID# 2129

National Curriculum
Num/PV (i) (ii) (v)

Hamilton Objectives
3. Count in 10s from 1-digit and 2-digit numbers.
4. Recognise the place value of each digit in a 2-digit number.
5. Read and write numbers to at least 100 in numerals; make recognisable attempts to write in words.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Use a bead bar. Cover the first 5 beads with a cloth, point out the 5 that are visible, and count in 10s from 5 by sliding 10 beads along each time. Repeat, starting with other 1-digit numbers.
Group activities
-- Children choose a number below 10, marking it on a 100 beaded line. They then mark jumps of 10, labelling where each jump lands.

Day 2 Teaching
Use a bead bar to show a number of beads. Demonstrate partitioning into 10s and 1s to aid counting. Repeat.
Group activities
-- Children work in pairs to make a 2-digit number and record their numbers in a number sentence, e.g. 68 = 60+8, or 42p = 40p + 2p, showing understanding of partitioning.

Day 3 Teaching
Rehearse finding 2-digit numbers on a bead bar and reading these as some 10s and 1s. Then use PV cards to rehearse PV additions, e.g. 40 + 5 = 45, and subtractions.
Group activities
Use the ‘Dancing Digits’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Children work to solve place value additions and subtractions.

### You Will Need

• A cloth
• ‘Count in 10s’ activity sheet (see resources)
• 0-100 beaded lines (see resources)
• 0-9 dice & 0-90 dice (multiples of 10)
• Additional activity sheets (see resources)
• A bead string for each pupil
• Digit cards 0-9
• Place value cards
• 10p and 1p coins
• Slidy box cards

### Mental/Oral Maths Starters

Day 1
Say the number that is 1 more or less (pre-requisite skills)

Suggested for Day 2
Pairs to 7 (simmering skills)

Suggested for Day 3
Pairs to 8 (simmering skills)

### Procedural Fluency

Day 1
Count in 10s to continue sequences or complete place value additions and subtractions.

Day 2
Partition and make 2-digit numbers and record them as number sentences.

Day 3
Solve place value addition and subtraction problems.

### Mastery: Reasoning and Problem-Solving

• Fill in the missing numbers.
5 + ☐ = 65
30 = 37 - ☐
10 + ☐ = 61
• Fill in the missing numbers in each sequence:
36, 46, 56, ___, ___
98, 88, 78, ___, ___
___, 89, 79, ___, ___, 49, ___
• Counters have been dropped onto the rods of this place value apparatus (see download) to represent a 2-digit number. There is 1 ten and 1 one – an equal number of counters on each rod. How many other numbers between 0 and 100 can be represented by an equal number of counters on each rod? What are they?
• Mystery number
I am more than 30.
I am less than 40.

In-depth Investigation: Dancing Digits
Children use place value addition and subtraction to write chains which ‘swap’ the 10s and 1s digits.

### Extra Support

Adding 10s and 1s to make 2-digit numbers

## Unit 3 Make and write amounts of money (suggested as 3 days)

### Objectives

Recognise coins, write and make amounts of money
Unit 3: ID# 2137

National Curriculum
Meas (iii) (iv) (v)

Hamilton Objective
27. Recognise/use symbols for pounds (£) & 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, including finding and giving change.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show children the coins up to £1 using IWB coins. Ask which is worth most. Order the coins, pointing out that the largest is not worth the most. Make £1 in 1ps; make 10p in 1ps; make £1 in 10ps. Add 2 coins using place value and number facts.
Group activities
-- Children add pairs of coins.

Day 2 Teaching
Discuss how many different amounts can be made using two of the following: 1p, 2p, 5p, 10p, 20p. Using just 2 coins, what is the greatest amount? And the least? Start creating an ordered list; children to finish it.
Group activities
Use the ‘Make it the Same’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Investigate making totals with money. Use a system.

Day 3 Teaching
Show different objects/prices. Ask children to buy 2 items with 20p. What is the total cost? Demonstrate counting up to find change; model writing subtraction number sentence.
Group activities
-- Children find the total of 2 or 3 items in a shop, and then find the change from 20p. Record finding totals using addition number sentence. Record finding change using subtraction number sentence.

### You Will Need

• Pots for coins
• 1p, 2p, 5p, 10p, 20p, 50p & £1 coins (mock or IWB coins)
• Real coins: £1, 100 pennies, 10ps, 50ps, 20ps, 10ps, 5ps, 2ps
• ‘Adding amounts’ & ‘Shopping with two coins’ (see resources)
• Pencils & rubbers from a pretend class shop
• ‘Finding totals and change’ (see resources)

### Mental/Oral Maths Starters

Suggested for Day 1
Pairs to 10 (simmering skills)

Suggested for Day 2

Day 3
Paying amounts (pre-requisite skills)

### Procedural Fluency

Day 1
Using coins to 50p, find different ways to make a range of amounts.

Day 2
Using just 2p and 5p coins, investigate possible totals to 10p. Repeat with imaginary 3p and 4p coins.

Day 3
At the toy shop, children calculate the total of 2 or 3 items they wish to buy with the challenge of finding change.

### Mastery: Reasoning and Problem-Solving

• How many different ways can you give me 5p?
• Mystery coin
It is round.
It has milled edges.
It is silver.
It is not the smallest coin.
• Place coins on this grid.

 Less than 20p Greater than 19p Silver Not silver
• Write the missing amounts
16p + ☐ = 20p
10p + ☐ = 50p
20p - ☐ = 11p

In-depth Investigation: Make it the Same
Children use trial and improvement to find a way of arranging 4 coins on a square so that each row and each column add up to a constant total. They explore diagonal patterns.

### Extra Support

Knowing the value of coins from 1p to 20p

## Unit 4 Make amounts of money; give change (suggested as 2 days)

### Objectives

Recognise coins, make amounts; give change
Unit 4: ID# 2143

National Curriculum
Meas (iv) (v)

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, including finding and giving change.

### Teaching and Group Activities for Understanding

Day 1 Teaching
On the board, write a word problem involving giving change. Children discuss in pairs. Then use a bar model to show the relationship between the numbers in the problem. Count up to find change.
Group activities
Use the ‘Star of Change’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Using bar models, the children will find totals and change from 20p. Some children write their own number stories, drawing bar models to match.

Day 2 Teaching
Show children pens costing 50p to 80p and pencils costing 10p, 11p & 20p. Demonstrate how to find the total price of a pen and a pencil using coins, adding 10ps and 1ps as appropriate.
Group activities
-- Children choose two items from the shop and find the total, recording as a number sentence. They then reduce the price of some items by 20p or 10p and continue to find new totals for the items they wish to buy.

### You Will Need

• ‘Making up number stories’ sheet (see resources)
• ‘Blank bar models’ (see resources)
• Coins to 20p
• Additional activity sheets (see resources)
• Post-it notes

### Mental/Oral Maths Starters

Day 1
Find totals up to 20p (pre-requisite skills)

Suggested for Day 2
Adding 10 and 11 (simmering skills)

### Procedural Fluency

Day 1
Complete bar models or number sentences with missing numbers.

Day 2
Take food orders. Children calculate the total cost of a food bill, with the added challenge of items being swapped or reduced.

### Mastery: Reasoning and Problem-Solving

• Complete these diagrams:
 20p 13p
 50p 20p
• Which coins will I need to give change from 20p if you buy a pen costing 11p?
• Kate bought a drink and a cookie. She paid with a 50p coin and had 5p change. The drink cost 10p. How much was the cookie?
• I only have 20p and 10p coins. Can I make 50p using exactly 4 coins?

In-depth Investigation: Star of Change
Children use trial and improvement to arrange amounts of change from 20p along a star to give constant totals along each star line.

### Extra Support

Sticker Shop
Finding change from 10p