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Short Blocks

Maths Year 2 Autumn Shape and Data (B)

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 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)

Procedural Fluency

Day 1
Use given tally data to draw a block graph.

Day 2
Use given tally data to draw a pictogram.

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 A E I O U
• 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

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

Unit 2 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

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 3-D shapes