Maths Planning - Year 2

Year group: 2 Session: 1 Term: 2 Date: 18.02.18

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up –

CA -
odds and evens game, check understaning of odds and evens.
Children sort number cards into odds and evens.
Main Teaching Input:
What is the whole? What is the part?
How many parts has the object been split into? Are all the parts equal? How do you know?
Do qual parts always look the same?
Is there more than one way to split an object/quanitity into equal parts.
Work through Varied fluency.
CA -

Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+
LO: To recognise equal parts LO: To recognise equal parts
To make equal parts
SC: I need to look at the shape. SC: I need to look at each shape.
I can check each part. I can check each part.
I can say if the parts of equal. I can say if the parts are equal.
I can make equal parts.
Minutes Group – Stage 2 ME
LO: To reason about equal parts
SC: I need to look at each shape.
I can check each part.
I can say of the parts are equal.
I can explain why.

CA - T–
Children to work out which of the shapes have been divided equally. Children to recognise the shapes that have equal parts.
 Children to work through cards that have equal and unqual groupings. They decide
EXT - Can they recognise on more complex shapes.? EXT – Who has split the square into equal parts? Cut out to help visualise. if the groups are equal.
EXT – Who has split the square into equal parts? Cut out to help visualise

Plenary
How many different ways can you put these beanbags into equal groups.CA-

Year group: 2 Session: 2 Term: 2 Date: 19.02.18

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
Odds and evens warm up
CA -

Main Teaching Input:

The whole pie is split into 2 equal parts
Each part is worth a half
This is the same as ½

Which pictures represent a half? Do we have 2 equal parts?

Colour 1 now we have coloured 1 out of 2 shaded.
CA –
Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To recognise a half LO: To recognise a half LO: To find halves
 To find a half To reason about fraction

SC: I can find the shapes that are in two equal parts SC: I can say how much the shape has been split into SC: I can find the equal parts
I can say if it has been split equally I can name the halves
I can label ½ e.g half of 8 is 4 I can split shapes into half
I can give reasons for my choices.

Children decide if the shapes have been split into equal groups T – Children to look at shapes and work out if the 2 part are equal. Children work through the challenges finding half, splitting shapes equally in half
CA - Extension: Can you find halves of the shaped (Mastery sheet) and reasoning
Challenge: Can you look at the shapes and find the halves? Extension: Can you find halves of the shaped (Mastery sheet)
Challenge: Can you say a sentence about the shape. 4 pieces are half of the 8 pieces Challenge: Can you say a sentence about the shapes. E.g ½ of 4 is 8

Plenary
Laura, Susie and Jasmine are running a race.
Laura has run further than half way. Susie has run exactly halfway, Jasmine has run less than half way.
Draw on the line where each child could between the start and end of the race.
CA-

Year group: 2 Session: 3 Term: 2 Date: 18.02.18

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up -
CA -
Match words and numbers
Main Teaching Input:
CA -
How did you halve the marbles?
What is the whole? How much is the half worth?
What do you notice about the whole and the half?

http://www.snappymaths.com/counting/fractions/interactive/halfbysharing2/halfbysharing.htm
Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To find a half LO: To find half of amounts LO: To find half of amounts use reasoning.

SC: SC: SC:

I can count the numbers of counters
I can share them 2 equal parts
I can record the half
CA -
Using counters children to record half of the amounts as on the sheet
I can make the whole amount. I can count the whole amount.
I can share into two equal parts. I can share into two equal parts.
I can complete the fraction statement. I can complete the fraction stems.
I can explain why amounts are halves.
T
Work through finding halves of amounts record in books, use counters as support. Children in Litres and Minutes complete the fraction stems for the 4 amounts
Extension – write the fraction stem. then complete the challenges that require reasoning about finding halves.

Plenary
CA-
Year group: 2 Session: 4 Term: 2 Date: w/c 18.02.18

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
CA –
Call out words write them on whiteboards
Main Teaching Input:
How many equal parts have you split the whole in to if you have split it into quarters?
In ¼ what does the 1 represent?
What does the 4 represent?
Can you shade one quarter in different ways?
How do you know that you have shaded one quarter?
How many quarters make a whole
CA -

Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To recognise and find quarters. LO: To recognise and find quarters LO: To find quarters of amounts

SC: SC: SC:

I can shade 1 part of the 4 equal parts. I can shade 1 part of the equal 4 parts I can use my knowledge of quarters to solve problems.
I can shade one item out 4 in a group of objects. I can find the shape that has 4 equal parts
I can share cubes into groups of four. I can say if 1 quarter has been shaded.
CA – Work together to complete the worksheet. Ensure you use counters when showing a quarter of a T – Teacher to model first
number. How many different ways can you make a quarter. Shade the boxes to show your Minutes and litres to work through the chilli challenge.
Eg. ¼ o 40 understanding. Deeper Learning
Have 4 blocks of 10 cubes ready to share.
 On the number line mark 1/4, 2/4, and 3/4.
0___________________1

Plenary
I have split my shape into 4.
Is this always true?
They are quarters
CA:

Year group: 2 Session: 5 Term: 2 Date:

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
CA -

Main Teaching Input:

CA - Use sharing skills to find a third of different quantities using concrete and pictorial representations. Use cubes to make three equal groups. How many cubes are there altogether?
Can we share them into three equal groups?
How will we write one third?

Ext – Can you find two thirds?

Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To recognise a third. LO: To recognise a third LO: To recognise a third and two thirds.
To find a third
 SC: I can look at the shape and count the equal parts. SC: I can look at the shape and count the equal parts. SC: I can split the amount into three equally.
I can shade one third of a shape. I can shade one third of the shape. I can add two of the thirds together.

CA- Children to recognise and find a third of shapes. T – Children to recognise and find thirds of shapes.
Children to find and third and then move on to two thirds with picture prompts.
Challenge – Find a third of some small quantities eg 12

Plenary
CA-
Hannah has a piece of string, she cuts it into three equal parts. One third is 5cm long, how long is the whole piece of string?

Year group: 2 Session: 6 Term: 2 Date:

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
CA -

Main Teaching Input:

CA –
I explain to the children what a unit fraction is. It is one part of a whole. Eg ½, ¼, 1/3 etc
Show children a bar model and complete the missing information.

Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To find ½, ¼ and 1/3 of a quantity LO: To understand unit fractions. LO: To understand unit fractions
 SC: I can count out my cubes SC: I can show unit fractions in different ways SC: I can show unit fractions in different ways
I can share my cubes equally I can find fractions of amounts I can find fractions of amounts
I can record the fraction of the cubes. I can say how much has been shaded I can say how much has been shaded

CA - T–
Children to complete the missing information to show different unit fractions. Children to complete the missing information to show different unit fractions.
Children have 12 cubes Children to find ½, 1/3, ¼ of 12 counters by sharing them by the denominator. Children to find ½, 1/3, ¼ of 36
They divide into ½, 1/3, ¼ Encourage children to partition
Have prepared mat for them to use. EXT: EXT:
Ch to record e.g ¼ of 12 is 3 Write down the fraction of what has been shaded. Write down the fraction of what has been shaded.
Take photos for evidence

Try with 24 cubes

Plenary
True or false
This shows ¼
Can you shade the same shape to show one third. Model how to do it
CA-

Year group: 2 Session: 7 Term: 2 Date:

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and ¼ of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
CA -

Main Teaching Input:

CA -
denominator
Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To find unit fractions LO: To recognise non-unit fractions LO: To recognise a non-unit fraction
SC: I can count the equal parts SC: I can count the equal parts (denominator) SC: I can count the equal parts (denominator)
I can show the fraction on my pizza I can say how many pieces are shaded I can say how many pieces are shaded
(numerator) (numerator)

CA - T Children work through the cards to find the non unit fraction of an amount.
Children to play pizza game. CA gives orders and children have to make the pizza Children complete the sheet (homework) identifying the non-unit fraction
EXT – Challenge Cards

Plenary – To count in fractions

Children to play a game where they sort the fractions into the right square

CA- Work with minutes to identiy fractions (sheet from yesterday)

Year group: 2 Session: 8 Term: 2 Date:

My Identity SCF:
Theme 2 : Culture: Interaction with Others: PS – Problem Solving
Engage with their colleagues to express what they have learnt about their local culture through curricular and extra-curricular activities. IL – Independent Learning
Learning objectives:
Stage 2
 2.3.a.1 Recognise, find, name and write fractions 1/3 and 1/4of a length, shape, set of objects or quantity (KPI)
 2.3.a.2 Recognise, find, name and write fractions 2/4 and 3/4 of a length, shape, set of objects or quantity (KPI)
 2.3.b.1 Recognise the equivalence of 2/4 and 1/2 (^)
 2.3.c.1 Write simple fractions (^)
Stage 1
 1.3.a.1 Recognise, find and name a half as one of two equal parts of an object, shape or quantity
 1.3.a.2 Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Warm up
CA -
Main Teaching Input:
CA -
Show children how to count in fractions – when 1 whole shaded circle is 1
Work through some problems
Metres Group – Stage 1/just WT Grams/Litres Group – Stage 2 WT/WT+ Minutes Group – Stage 2 ME
LO: To consolidate understanding of fractions LO: To consolidate understanding of fractions LO: To consolidate understanding of fractions
SC: I can use my fraction knowledge to play a game SC: I can use my fraction knowledge to play a game SC: I can apply my fraction knowledge to solve word problems

Children play the pizza game independently. CA T

Children play a fraction bingo game. The caller says the fraction and children find Children work through fraction word problems
them on their board.

Plenary - Kira says I have shaded 2/2 of the shape. Explain her mistake
CA-