Short Blocks

Maths Year 2 Autumn Place Value

Each unit has everything you need to teach a set of related skills and concepts.

Unit 1 Count to 100, identify number, estimate (suggested as 2 days)

Planning and Activities

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

  • 0-100 bead bar, tags & bead strings
  • Additional activity sheets (see resources)
  • About 170 supermarket vouchers
  • 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)

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

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

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

Planning and Activities

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

  • 100-bead bar
  • 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)

Worksheets

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
    My digits add to 5.
    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

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

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

Planning and Activities

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
  • 0-100 bead bar and 0-20 bead strings
  • ‘Finding totals and change’ (see resources)

Mental/Oral Maths Starters

Suggested for Day 1
Pairs to 10 (simmering skills)

Suggested for Day 2
Adding 3 numbers (simmering skills)

Day 3
Paying amounts (pre-requisite skills)

Worksheets

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 20pGreater 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

Count your Pennies
Knowing the value of coins from 1p to 20p

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

Planning and Activities

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
  • 20 bead strings
  • Additional activity sheets (see resources)
  • Post-it notes
  • Bead bar

Mental/Oral Maths Starters

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

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

Worksheets

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.